Doctor of Nursing Practice Curricula Redesign: Challenge, Change and Collaboration (original) (raw)
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Collaboration in the face of change: A successful graduate curriculum revision
Journal of Nursing Education and Practice, 2013
The reality of a rapidly changing healthcare arena forces nursing professionals to continually keep pace with advancements in nursing practice. Similarly, those responsible for educating future nurses must continue to keep abreast of changes in healthcare and nursing practice. Maintaining an up-to-date curriculum prepares nurses to adequately meet current and future challenges to the profession. This article outlines the processes undertaken by one comprehensive university in the United States to revise its graduate curriculum to prepare students for graduate-level nursing practice and to function as leaders within the healthcare arena.
Journal of Professional …, 2009
The Doctor of Nursing Practice (DNP) degree prepares nurses to provide comprehensive care across sites and over time. It is absolutely crucial-for both patient care and the nursing profession-that broadly recognized standards of competency for these new practitioners be established. The Council for the Advancement of Comprehensive Care has met since 2000 to build consensus on competency standards and a process for certifying these graduates. Deans of five nursing schools discuss their experiences and provide guidance for schools interested in developing DNP programs. (Index words: Doctor of Nursing Practice; Nurse practitioners; Curricular models) J Prof Nurs 25: 69-74, 2009.
Making it Work – A BSN Faculty’s Process of Curriculum Redesign
International Journal of Nursing Education Scholarship, 2017
Curriculum renewal is an ongoing reality for all undergraduate nursing programs and is often a challenge for educators in preparing nursing students for practice. In response to constantly changing educational strategies, methodologies and knowledge, a BSN nursing program determined that a curriculum redesign was necessary. This article outlines a BSN faculty’s curriculum redesign process from the perspective of the Curriculum Development Team. The process of building a knowledge base, establishing a foundation, designing the curriculum, involving faculty and lessons learned are outlined. The process of redesigning the curriculum is shared with the aim of helping others who are engaging in curriculum redesign.
Public Health Nursing, 2006
An evidence-based approach to Public/Community Health Nursing (P/CHN) requires that P/CHN educators prepare practitioners with the relevant skills, attitudes, and knowledge. Such education should be competency-based and have measurable outcomes to demonstrate student preparation. In 2003, the Quad Council competencies were developed to be applied at two levels of public health nursing practice: the staff nurse/generalist role and the manager/specialist/consultant role. This paper describes a process for evaluation and revision of a graduate curriculum to prepare Advanced Practice Clinical Nurse Specialists (CNS) in P/CHN, to ensure that the educational program addresses and develops knowledge and proficiency in all relevant competencies. This paper documents the process of integrating the competencies throughout the P/CHN graduate curriculum at varying levels, guiding students to achieve proficiency in each competency by the end of the program. Measurement of achievement in these competencies will be discussed, and examples provided. Advanced Practice Public Health Nurses educated via this competency-based approach will be prepared to sit for national certification as a CNS in Public/Community Health, and to assume leadership roles in public health nursing.
Voices of chief nursing executives informing a doctor of nursing practice program
Journal of Professional Nursing
The purpose of this article is to describe the business case framework used to guide doctor of nursing practice (DNP) program enhancements and to discuss methods used to gain chief nurse executives' (CNEs) perspectives for desired curricular and experiential content for doctor of nursing practice nurses in health care system executive roles. Principal results of CNE interview responses were closely aligned to the knowledge, skills and/or attitudes identified by the national leadership organizations. Major conclusions of this article are that curriculum change should include increased emphasis on leadership, implementation science, and translation of evidence into practice methods. Business, information and technology management, policy, and health care law content would also need to be re-balanced to facilitate DNP graduates' health care system level practice.
Stakeholders globally and nationally, including the World Health Organization, the Institute of Medicine and the American Association of Colleges of Nursing, have recently stressed the importance of population-based care and public health as drivers for health system reform where all providers practice in an integrated and comprehensive way. Heeding these recommendations, graduate nurse educators recognized the need to review curricula and strengthen the content in the area of public health which is population-based. Framing practice through the lens of primary health care is one way to achieve the goal of a more collaborative approach to improving population health. The purpose of this paper is to share the journey of a school of nursing as it re-committed itself to the vision of primary health care and to strengthen content in public health and population-based care. This manuscript presents one aspect of this work as illustrated in the development of one graduate core course entitled Advanced Nursing in Primary Health Care.
Academic medicine : journal of the Association of American Medical Colleges, 2017
In 2012, the Northwestern University Feinberg School of Medicine launched a redesigned curriculum addressing the four primary recommendations in the 2010 Carnegie Foundation for the Advancement of Teaching report on reforming medical education. This new curriculum provides a more standardized evaluation of students' competency achievement through a robust portfolio review process coupled with standard evaluations of medical knowledge and clinical skills. It individualizes learning processes through curriculum flexibility, enabling students to take electives earlier and complete clerkships in their preferred order. The new curriculum is integrated both horizontally and vertically, combining disciplines within organ-based modules and deliberately linking elements (science in medicine, clinical medicine, health and society, professional development) and threads (medical decision making, quality and safety, teamwork and leadership, lifestyle medicine, advocacy and equity) across the...