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Updated: Sep 1, 2025
Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Applying the RIME Framework to Level Nurse Practitioner Curriculum Competencies
Heather L Johnson1, Jonathan R Beatty, Holly R Archer
1Professor, Chair (Dr Johnson), and Assistant Professor (Drs Beatty, Archer, Best, Trautmann, Williams, and Williamson), Family & Women's Health Nurse Practitioner Program; Professor, Associate Dean for Academic Affairs (Dr Seibert); and Professor, Chair, Adult Gerontology Clinical Nurse Specialist Program (Dr Taylor), Graduate School of Nursing, The Uniformed Services University of the Health Sciences, Bethesda, Maryland.
Background:
Nurse practitioner (NP) faculty assess student acquisition of knowledge through examinations, simulation, and clinical performance.
Problem:
Developing appropriately leveled curriculum, assessments, and clinical expectations that accurately capture student maturation presents a challenge.
Approach:
The Reporter, Interpreter, Manager, Educator (RIME) provided the framework for doctor of nursing practice NP curriculum redesign to enhance student performance and content mastery. Faculty used a gap analysis approach, iteratively leveling specialty content, course competencies, examination questions, simulation cases, and clinical expectations using the building blocks of RIME.
Outcomes:
Objective scores on student evaluations for clinical courses exceeded the threshold established, including 83% of simulation encounters. Faculty implemented targeted methods to remediate areas of underperformance.
Conclusions:
Structuring the course competencies and preceptor feedback around RIME made it easier to pinpoint specific deficiencies and target remediation. It also helped guide discussions about the minimum acceptable standard for student performance.
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