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Related Concept Videos

Methods of Documentation III: PIE01:21

Methods of Documentation III: PIE

Problem-intervention-evaluation (PIE) is a systematic approach to documentation used in healthcare settings for clinical decision-making and patient care planning. It is a structured approach to organizing patient data based on problems, interventions, and evaluations. Here's a breakdown of its key features and considerations:
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Data Validation01:03

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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about insulin...
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Fundamentals of Nursing Process I

The nursing process is the core of practice for every registered nurse to deliver holistic, patient-focused care. The following are the five steps in the nursing process.

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Related Experiment Video

Updated: Jun 3, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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Implementing a Modified Delphi Method for DNP Curriculum Revision: Aligning the Essentials.

Sharon Anderson1, Persephone Vargas1, William D Kernan1

  • 1Division of Advanced Practice, Rutgers Health School of Nursing, Newark, New Jersey.

The Journal of Nursing Education
|June 1, 2026
PubMed
Summary
This summary is machine-generated.

Nursing schools revised Doctor of Nursing Practice (DNP) curricula using a Delphi method and backward design. This resulted in an updated DNP curriculum aligned with AACN Essentials, improving program structure and faculty engagement.

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Last Updated: Jun 3, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

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Published on: August 5, 2020

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

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The Participant-Reported Implementation Update and Score (PRIUS): A Novel Method for Capturing Implementation-Related Data Over Time
06:05

The Participant-Reported Implementation Update and Score (PRIUS): A Novel Method for Capturing Implementation-Related Data Over Time

Published on: February 19, 2021

Area of Science:

  • Nursing Education
  • Curriculum Development
  • Competency-Based Education

Background:

  • US accredited nursing programs must align Doctor of Nursing Practice (DNP) curricula with the American Association of Colleges of Nursing (AACN) Essentials.
  • This alignment necessitates a shift to competency-based curricula and structured redesign approaches.
  • Revising DNP curricula across multiple specialty programs presents significant coordination and faculty engagement challenges.

Purpose of the Study:

  • To describe the process of revising a DNP curriculum to meet AACN Essentials requirements.
  • To detail the application of a modified Delphi method and backward design in curriculum redesign.
  • To share insights for other institutions undertaking similar DNP curriculum revisions.

Main Methods:

  • A modified Delphi method, grounded in backward design principles, was employed by faculty.
  • The curriculum revision process integrated theoretical frameworks, specific methodologies, and implementation strategies.
  • Iterative feedback and consensus-building were central to the faculty's approach.

Main Results:

  • Faculty successfully developed new courses and an innovative DNP curriculum.
  • The revised curriculum supports both advanced practice clinical and nonclinical programs.
  • The new curriculum is aligned with the AACN Essentials.

Conclusions:

  • The applied approach resulted in a revised DNP curriculum that meets AACN Essentials standards.
  • This methodology offers valuable insights for nursing programs engaged in curriculum revision.
  • The study highlights the effectiveness of structured, faculty-driven curriculum redesign.