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Updated: May 26, 2025
10:07
Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
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Implementing SQUIRE guidelines to improve standardization and rigor of DNP projects
Doria K Thiele1, Gail Armstrong2
1Associate Professor of Clinical Nursing, Oregon Health & Science University, School of Nursing, 3455 SW US Veterans Hospital Rd., Portland, OR 97239, United States of America.
Summary
Doctor of Nursing Practice (DNP) programs need standardized guidelines for DNP Projects. Implementing the Standards for Quality Improvement Reporting Excellence (SQUIRE 2.0) framework enhanced project rigor and consistency in nursing education.
Area of Science:
- Nursing Education
- Healthcare Quality Improvement
- Doctoral Studies
Background:
- Nursing schools seek consistent guidelines for Doctor of Nursing Practice (DNP) programs.
- Standardization of DNP Projects is lacking, impacting employer expectations for quality improvement.
- Transition to competency-based education requires structured DNP Project models.
Purpose of the Study:
- To describe the implementation of a curricular model for DNP Projects.
- To enhance precision and standardization in DNP Projects using a guiding framework.
- To share outcomes of scaffolding SQUIRE 2.0 across a DNP Program.
Main Methods:
- Oregon Health & Science University (OHSU) School of Nursing modified curriculum for a DNP-only program.
- The Standards for Quality Improvement Reporting Excellence (SQUIRE) 2.0 was adopted as a framework.
- SQUIRE 2.0 guided course content, culminating in DNP Projects courses across six APRN specialties.
Main Results:
- Scaffolding SQUIRE 2.0 effectively increased precision in DNP Projects.
- The framework enhanced standardization across Advanced Practice Registered Nurse (APRN) specialties.
- Faculty and students benefited from a well-defined model for project development.
Conclusions:
- The SQUIRE 2.0 framework provides a robust model for DNP Project development.
- Implementing SQUIRE 2.0 enhances the quality and consistency of DNP education.
- This approach supports the transition to competency-based nursing education models.
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