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Related Experiment Video

Updated: May 15, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

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

Irina Benenson¹, William Kernan¹, Rubab Qureshi²

¹Division of Advanced Nursing Practice, Rutgers Health School of Nursing, Rutgers University, Newark, New Jersey (Drs Benenson, Kernan, and Vitale).

|May 14, 2026

Summary

This summary is machine-generated.

Integrating systematic review methodology into Doctor of Nursing Practice (DNP) projects enhances scholarly rigor and practice readiness. This approach clarifies expectations for DNP scholarship and improves evidence-based practice.

Keywords:

competency-based education curriculum doctoral nursing education evidence-based practice systematic reviews

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Area of Science:

Nursing Education
Evidence-Based Practice
Scholarly Inquiry

Background:

Doctor of Nursing Practice (DNP) programs experience challenges with the variability and rigor of practice-focused scholarly work, specifically DNP projects.
Inconsistent expectations and insufficient integration of evidence synthesis impede the development of core competencies in evidence-based practice and knowledge translation.

Purpose of the Study:

To propose embedding systematic review methodology as scaffolded signature assignments within a competency-based DNP curriculum.
To align assignments with doctoral competencies in evidence synthesis, critical appraisal, and research translation using backward design and constructive alignment.

Main Methods:

Implementing systematic review methodology as signature assignments within a competency-based DNP curriculum.
Utilizing backward design and constructive alignment to ensure assignments meet doctoral competencies.

Main Results:

Systematic review components can be operationalized as signature assignments across DNP project courses.
These assignments support progressive attainment of competencies in evidence synthesis and research translation.

Conclusions:

Integrating systematic review methodology into DNP signature assignments enhances scholarly rigor and clarifies expectations.
This approach improves practice readiness by equipping graduates to address practice gaps and translate evidence for quality improvement and systems-level change.