Using Systematic Review Methods as the Basis for Signature Assignments and Competency-Based Learning in Doctor of...

Doctor of nursing practice (DNP) programs face challenges related to variability and rigor of practice-focused scholarly work, particularly DNP projects.

Inconsistent expectations and limited integration of evidence synthesis undermine competency development in evidence-based practice and knowledge translation.

This article proposes embedding systematic review methodology as scaffolded signature assignments within a competency-based DNP curriculum. Guided by backward design and constructive alignment, assignments are intentionally aligned with doctoral competencies in evidence synthesis, critical appraisal, and research translation.

Examples demonstrate how systematic review components can be operationalized as signature assignments across DNP project courses to support progressive competency attainment.

Integrating systematic review methodology into signature assignments strengthens scholarly rigor, clarifies expectations for DNP scholarship, and enhances practice readiness by preparing graduates to address practice gaps and translate evidence into quality improvement and systems-level change.