Twenty years ago, pioneer Doctor of Nursing Practice (DNP) program students completed the first DNP projects. Today, DNP projects remain a requirement for graduation. This article illustrates how the DNP project can be integrated throughout the DNP curriculum to maximize effectiveness and promote the introduction, reinforcement, and evaluation of competencies in the new American Association of Colleges of Nursing Essentials.
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http://dx.doi.org/10.1097/01.NPR.0000000000000160 | DOI Listing |
Nurs Educ Perspect
October 2024
About the Authors Esther Gravis, DNP, RN, CPN, is assistant professor, University of Portland School of Nursing & Health Innovations, Portland, Oregon. Mary A. Dolansky, PhD, RN, FAAN, is Sarah C. Hirsh Professor, Frances Payne Bolton School of Nursing, and associate professor, School of Medicine, Case Western Reserve University, Cleveland, Ohio. For more information, contact Dr. Gravis at
Part-time clinical nurse instructors teach students in many nursing schools in the United States. They are often unprepared for this role and require instruction in teaching methods. We developed and evaluated an online orientation program to provide the knowledge and skills necessary for nurses to become confident clinical instructors.
View Article and Find Full Text PDFAm J Nurs
December 2024
Xuan Zhou, Nanfang Hospital, Southern Medical University, Guangdong, China.
Implementation science is the process of integrating an intervention into practice within an organization or health system and is a useful strategy to improve practice, affect patient outcomes, and promote practice sustainability. In this series, AJN and the journal JBI Evidence Implementation have partnered to deliver examples of how health care facilities from around the world have worked to solve common patient care problems. Through this partnership, we strive to create awareness and share knowledge and experiences by publishing summaries of studies that have appeared in JBI Evidence Implementation.
View Article and Find Full Text PDFAm J Nurs
January 2025
Rona F. Levin is a professor emerita and the former director of the Division of Nursing at Felician University in Lodi, NJ, and the former director of the DNP Program at the NYU Rory Meyers College of Nursing in New York City. Contact author: The author has disclosed no potential conflicts of interest, financial or otherwise.
The most challenging aspect of an evidence-based improvement project.
View Article and Find Full Text PDFJ Plant Physiol
December 2024
Laboratory of Quality and Safety Risk Assessment for Agri-Products (Urumqi), Key Laboratory of Functional Nutrition and Health of Characteristic Agricultural Products in Desert Oasis Ecological Region (Co-Construction by Ministry and Province), Ministry of Agriculture and Rural Affairs, Institute of Quality Standards & Testing Technology for Agri-Products, Xinjiang Academy of Agricultural Sciences, Urumqi, 830091, China. Electronic address:
The browning of Thompson seedless grapes during shade-drying significantly hampers the sustainable and healthy development of the industry. This study investigates the browning phenomenon and reactive oxygen species (ROS) dynamics when Thompson seedless grapes, treated with adenosine triphosphate (ATP), 2,4-dinitrophenol (DNP), and water (QS), are dried in the shade. The effects of these treatments on ROS metabolism were analyzed through physiological, biochemical, and proteomic analyses.
View Article and Find Full Text PDFJ Prof Nurs
December 2024
Tan Chingfen Graduate School of Nursing, University of Massachusetts Chan Medical School, United States.
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.
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