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Updated: May 26, 2025

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Using Learning Outcome Measures to assess Doctoral Nursing Education
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长达一年的旅程:改变BSN-DNP课程
LaMicha Hogan1, Emily Merrill1, Patricia Allen1
1Texas Tech University Health Sciences Center, School of Nursing, 3601 4th Street, Lubbock, TX 79430, United States of America.
概括
护理实践博士 (DNP) 课程修订成功整合了基于能力的教育 (CBE) 和更新的国家标准. 这增强了准备工作的护士从业人员的发展,同时解决了教师发展需求.
科学领域:
- 护理教育 护理教育
- 课程开发 课程开发
- 基于能力的教育 基于能力的教育
背景情况:
- 对执业护士 (NP) 的护理实践博士 (DNP) 课程的修订对于未来的实践至关重要.
- 主要优先事项包括整合基于能力的教育 (CBE),国家工作组标准和美国护理学院协会 (AACN) 基本知识 (2021).
研究的目的:
- 修订家庭护士实践者 (FNP) 和精神病心理健康护士实践者 (PMHNP) 计划的DNP课程.
- 将课程与新兴的能力要求和国家教育标准保持一致.
主要方法:
- 工作组的共识和规划被用于课程修订.
- 教师从事文献审查和解决与CBE和课程构建有关的挑战.
主要成果:
- 在一年的时间里,开发了一个全面的DNP NP课程模型.
- 确定了学习经验,并为未来的课程开发提出了建议.
结论:
- 修订后的课程更好地为"准备工作"的毕业生做好准备,同时适应学生的个人需求.
- 目前正在进行的努力集中在临床支持,学员培养,留学生和数据管理上.
- 课程领导必须评估教师专业知识,以有针对性的专业发展.
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