协调卓越:在执业护士教育中制定能力,标准和学位要求的联系

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Updated: May 31, 2025

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Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

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Lorna Finnegan¹, Susan Kelly-Weeder², Bimbola F Akintade³

¹Loyola University Chicago Marcella Niehoff School of Nursing, Chicago, IL.

Nursing outlook

|January 23, 2025

概括

执业护士 (NP) 教育需要大胆的领导来采用护理实践博士 (DNP) 学位,与21世纪医疗保健的新质量标准和基于能力的方法保持一致. 这保证了为系统重新设计做好准备的实践准备的NP.

科学领域:

护理教育护理教育
医疗保健领导力医疗保健领导力
提高质量提高质量

背景情况:

目前的执业护士 (NP) 计划需要加强领导力,以实现变革性的质量标准.
21世纪的医疗保健系统需要NP毕业生的高级能力.
现有的NP教育模式需要现代化,以满足不断变化的医疗需求.

研究的目的:

倡导将所有NP教育转换为护理实践博士 (DNP) 学位.
实施2022年国家工作组 (NTF) 质量NP教育标准.
采用基于能力的方法,与2021年AACNNP教育的基本原则保持一致.

主要方法:

这篇论文是对NP教育的领导者采取行动的呼吁.
它强调采用2022年NTF标准,重点关注临床时间和现场监督.
它促进了2021年AACN基本知识,以确保能力的实现和实践的准备.

主要成果:

2022年NTF标准引入临床小时要求和学生准备的关键变化.
2021年AACN必需品确保NP毕业生满足实践的定义能力.
通过DNP准备的NP处于战略地位,可以领导医疗保健系统重新设计的倡议.

结论:

将NP教育转换为DNP学位对于推进医疗保健质量和公平性至关重要.
遵守2022年NTF标准和2021年AACN基本原则将产生实践准备的NP.
在NP教育中的变革性领导力对于塑造医疗保健的未来至关重要.

关键词:

在 DNP 学位上获得学位.护理实践的博士 (DNP)执业护士是一个实践护士.护士从业人员教育教育质量标准质量标准质量标准

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