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Supporting program rigor in newly developed specialty academic programs: Use of a self-evaluation reporting tool for
Jennifer Wilbeck1, Dian Dowling Evans2,3, Kirk Hummer4,5
1Vanderbilt University School of Nursing, Nashville, Tennessee.
Journal of the American Association of Nurse Practitioners
|August 7, 2019
Summary
This study outlines a self-evaluation process for new emergency nurse practitioner (ENP) academic programs. It provides a model for developing and assessing graduate NP specialty programs to ensure quality and safety in emergency care.
Area of Science:
- Nursing
- Healthcare Education
- Emergency Medicine
Background:
- The emergency nurse practitioner (ENP) specialty has experienced significant growth, necessitating adaptation in emergency care.
- Advancement of nurse practitioner (NP) specialties involves a systematic professional process.
Purpose of the Study:
- To detail a self-evaluation process for newly developed ENP academic programs.
- To provide resources and key documents for NP specialty program development.
- To offer a transformative tool as a model for other emerging graduate academic NP specialty programs.
Main Methods:
- The article details a process for self-evaluation of ENP academic programs.
- It identifies essential resources and documents for NP specialty program development.
- A transformative tool is presented as a developmental and self-evaluation model.
Main Results:
- A systematic process for self-evaluation of ENP programs is described.
- Key resources and documents for NP specialty program development are identified.
- A model tool is provided for the development and self-evaluation of emerging graduate NP specialty programs.
Conclusions:
- The described self-evaluation process supports the systematic development of ENP academic programs.
- The provided model can guide the creation and assessment of other graduate NP specialty programs.
- This framework ensures quality and safety in the evolving field of emergency nurse practice.
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