Opportunities and challenges presented by recent pedagogical innovations in doctoral nursing education.

The demand to expand the nurse scientist pipeline over the past decade has generated numerous pedagogical innovations in nursing doctoral education. A PhD nursing education summit was held at the University of Pennsylvania in October 2019 to discuss pedagogical innovations. The main pedagogical innovations discussed by Summit attendees included: 1) the expansion of both 3-year PhD programs and BSN to PhD programs; 2) changes in learning opportunities and curricula content; and 3) the role of postdoctoral fellowships.

Electronic physiologic and subjective data acquisition in home-dwelling heart failure patients: An assessment of patient use and perception of usability.

Background: The current approach to the outpatient management of heart failure involves patients recollecting what has happened to them since their last clinic visit. But patients' recollection of their symptoms may not be sufficiently accurate to optimally manage their disease. Most of what is known about heart failure is related to patients' diurnal symptoms and activities.

What is a doctor and what is a nurse? A perspective for future practice and education.

Academic Medicine's 2013 Question of the Year (QOTY) asked, "What is a doctor? What is a nurse?" In this commentary, after analyzing the published responses to the 2013 QOTY, the authors offer an assessment of the evolution of the interprofessional interaction between physicians and nurses. Finally, they examine the role of health professions education in shaping the future professional roles and scopes of practice for physicians and nurses. The authors intend to carry the discussion from the present tense (What is a doctor? What is a nurse?) into the future (What will the future team of health care professionals require?) to provide a discussion of challenges to academic medicine and academic nursing in preparing the next generation of health professionals.