在高级护理实践课程中衡量能力进步：持续改进的框架

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing Pub Date : 2025-09-28 DOI:10.1016/j.profnurs.2025.09.011

Heather L. Johnson DNP, FNP-BC, FAANP, Regina P. Owen DNP, PMHNP-BC, Kenneth Romito DNP, AGCNS-BC, FAORN, LTC, AN, Samantha Jennings DNP, ARNP, FNP-C, CDR, NC, USN, Andrea Hall DNP, CRNA, LTC, AN, Alison L. Patton DNP, FNP-C, MAJ, AN, Connie Braybrook DNP, PMHNP-BC, CAPT, NC, USN, Jonathan R. Beatty DNP, FNP-C, Lt Col, USAF, NC, Godsgrace Tetteyfio MBA, Bethany A. Casper DNP, PMHNP-BC, Lt Col, USAF, NC, Deanna M. Sheets DNP, FNP-C, WHNP-BC, COL, AN, Diane C. Seibert PhD, ARNP, FAANP, FAAN

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引用次数: 0

摘要

随着以能力为基础的教育（CBE）成为研究生护理教育的一个定义期望，许多项目面临着系统评估如何以及在哪里教授、加强和评估整个课程能力的挑战。本文描述了一个结构化的、可复制的过程，该过程被一个研究生护理项目用来衡量五个高级执业注册护士（APRN）专业的能力进步。使用适应的国家框架，包括2021年美国护理学院协会（AACN）要点：专业护理教育的核心能力和2024年全国护士执业院系组织（NONPF）能力实施指南，教师开发了教师友好的工具，将课程评估映射到子能力、绩效期望和发展框架，如米勒的金字塔和本纳的新手到专家模型。分阶段实现方法包括定制设计的谷歌Forms™和Sheets™，允许实时可视化、模式识别和教师反映。这种方法促进了对CBE原则的共同理解，揭示了评估设计中的差距和冗余，并为课程改进提供了信息。所获得的经验教训为寻求从传统的基于目标的教育转向能力驱动模式的其他项目提供了实践指导，该模式为复杂和不断发展的医疗保健环境准备aprn。

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Measuring competency progression across the advanced practice nursing curriculum: A framework for continuous improvement

As competency-based education (CBE) becomes a defining expectation in graduate nursing education, many programs face the challenge of systematically evaluating how and where competencies are taught, reinforced, and assessed across the curriculum. This article describes a structured, replicable process used by one graduate nursing program to measure competency progression across five advanced practice registered nurse (APRN) specialties. Using adapted national frameworks, including the 2021 American Association of Colleges of Nursing (AACN) Essentials: Core Competencies for Professional Nursing Education and the 2024 National Organization of Nurse Practitioner Faculties (NONPF) Competency Implementation Guide, the faculty developed faculty-friendly tools to map course assessments to sub-competencies, performance expectations, and developmental frameworks such as Miller's Pyramid and Benner's Novice to Expert Model. A staged implementation approach included custom-designed Google Forms™ and Sheets™ that allowed for real-time visualization, pattern recognition, and faculty reflection. This method promoted a shared understanding of CBE principles, revealed gaps and redundancies in assessment design, and informed curricular refinement. Lessons learned offer practical guidance for other programs seeking to move from traditional objective-based education to a competency-driven model that prepares APRNs for complex and evolving healthcare environments.

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来源期刊

Journal of Professional Nursing 医学-护理

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.