An innovative Doctor of Nursing Practice scholarly project curriculum model: Strategies for supporting learners at various entry levels

IF 2.8 3区 医学 Q1 NURSING
Adele Susan Feeney DNP, FNP-BC, Patricia White PhD, ANP-BC, FAANP, Alexander Menard DNP, AG-ACNP-BC, Kenneth Peterson PhD, MS, FNP-BC, Jill M. Terrien PhD, ANP-BC, Jean Boucher PhD, ANP-BC
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Abstract

The Doctor of Nursing Practice (DNP) Program curriculum must address the challenge of developing Competency Based Education (CBE) curriculum for DNP Scholarly Projects tailored to meet variations in nursing learner preparation and practice, from novice bachelor's entry level and master's advanced nurse practice expert entry level pathways. The recent Future of Nursing 2020–2030: Charting a Path to Achieve Health Equity report by the National Academy of Medicine advocates that competency-based education (CBE) approaches in nursing schools should focus upon the advanced practice nursing population within collaborative academic practice partnerships. This article describes an innovative DNP Scholarly Project Curriculum model at an academic health science center that integrates academic partnerships and CBE strategies that have been developed for second degree Bachelor's direct entry to nursing (direct entry), post BS in nursing to DNP (BS to DNP), Post Master's to DNP (PM DNP) entry levels of preparation. The DNP Scholarly Project Curriculum utilizes an innovative, scaffolded approach to fostering CBE for the assessment of learning activities at the doctoral level. The DNP Scholarly Project Curriculum includes domains of quality improvement, critical appraisal of the literature, evidence-based practice models, implementation practice models, policy analysis, and process/outcome evaluations. Preliminary alumni and stakeholder feedback suggests that these projects are not only impacting practice but improving learner competency in quality improvement science. Implementation of this model has led to enhanced CBE-driven curriculum teaching and learning strategies, and sustainable collaborative academic partnerships.

创新的护理实践博士学术项目课程模式:支持不同入门水平学习者的策略
护理实践博士(DNP)项目课程必须应对为护理实践博士学术项目量身定制能力本位教育(CBE)课程的挑战,以满足护理学习者在准备和实践方面的差异,从新手学士入门级到硕士高级护士实践专家入门级的路径。美国国家医学科学院最近发布的《2020-2030 年护理行业的未来:为实现健康公平规划道路》报告主张,护理院校中以能力为基础的教育(CBE)方法应在合作性学术实践伙伴关系中关注高级实践护理人群。本文介绍了一个学术健康科学中心的创新性 DNP 学术项目课程模式,该模式整合了学术合作关系和 CBE 战略,这些战略是为第二学位学士直接进入护理专业(直接进入)、护理学士后进入 DNP(BS to DNP)、硕士后进入 DNP(PM DNP)的准备水平而开发的。DNP 学术项目课程采用创新的支架式方法来促进 CBE,以评估博士阶段的学习活动。DNP 学术项目课程包括质量改进、文献批判性评估、循证实践模式、实施实践模式、政策分析和过程/结果评估等领域。校友和利益相关者的初步反馈表明,这些项目不仅对实践产生了影响,而且提高了学员在质量改进科学方面的能力。这一模式的实施加强了以 CBE 为驱动的课程教学和学习策略,以及可持续的学术合作伙 伴关系。
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来源期刊
CiteScore
4.80
自引率
8.00%
发文量
153
审稿时长
52 days
期刊介绍: The Journal will accept articles that focus on baccalaureate and higher degree nursing education, educational research, policy related to education, and education and practice partnerships. Reports of original work, research, reviews, insightful descriptions, and policy papers focusing on baccalaureate and graduate nursing education will be published.
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