Evaluation of DNP program essentials of doctoral nursing education: A scoping review
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2023-05-01
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Background: In 2021, the American Association of Colleges of Nurses revised the core competencies for professional nursing education. The revision includes a call for a transformation from a traditional approach to a competency-based approach for teaching and learning. Purpose: The purpose of this systematic scoping review was to provide a fuller understanding of how DNP programs have historically evaluated and documented attainment of the essentials of doctoral nursing education in a summative manner in order to inform developing methods for addressing the newly endorsed advanced-level competencies in nursing education. Methods: A systematic scoping review was completed using PRISMA for Scoping Reviews Guidelines. Databases searched included PubMed (MEDLINE), CINAHL, Education Full Text, Web of Science, and ProQuest Dissertations and Theses. Included reports needed to discuss student competencies and reflect the summative evaluation of the DNP essentials in a DNP program. Data extracted included title, lead author name, lead author affiliation, type of program, aims, design, process, results, competencies included, and DNP project inclusion. Results: Of the 2729 reports initially identified, five met inclusion criteria. These articles described diverse methods for documenting student attainment of DNP competencies including leadership narratives, electronic portfolios, and clinical logs. Conclusion: DNP programs have used summative evaluation methods to document fulfillment of the DNP essentials, but a competency-based education approach requires additional formative evaluations that incrementally support learners' progression toward achieving competencies. Faculty can modify exemplars presented from a review of the literature to serve as summative or formative evaluations of DNP advanced-level nursing competencies.
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Waldrop, Julee, Staci S Reynolds, Jacquelyn M McMillian-Bohler, Margaret Graton and Leila Ledbetter (2023). Evaluation of DNP program essentials of doctoral nursing education: A scoping review. Journal of Professional Nursing, 46. pp. 7–12. 10.1016/j.profnurs.2022.11.009 Retrieved from https://hdl.handle.net/10161/26911.
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![Reynolds](https://scholars.duke.edu/profile-images/thumbnail200/0702813.jpg)
Staci Reynolds
Dr. Staci Reynolds joined Duke in January 2016. At DUSON, Dr. Reynolds teaches in the ABSN Program (neuroscience nursing) and DNP program (healthcare quality improvement methods). Previously, she clinically served as a Clinical Nurse Specialist (CNS) at DUH within the neuroscience inpatient units and Infection Prevention and Hospital Epidemiology department. In January 2023, Dr. Reynolds was appointed the Editor-in-Chief of the Journal of Nursing Care Quality. Before coming to DUSON, she was a neurocritical care nurse and a neuroscience CNS at Indiana University Health Methodist Hospital.
Dr. Reynolds received a baccalaureate degree in nursing science from Indiana University (IU) in Indianapolis, Indiana. She earned a Master’s degree as a Clinical Nurse Specialist at IU in 2011, and completed her PhD at IU in May 2016. Dr. Reynolds’ dissertation focused on implementation of clinical practice guidelines, and her current research interests includes evidence-based practice implementation and quality improvement.
![Ledbetter](https://scholars.duke.edu/profile-images/thumbnail200/0482013.jpg)
Leila Ledbetter
Leila is the library liaison to the School of Nursing.
As a research specialist, Leila works with faculty, staff and students to provide library services such as: systematic reviews of the literature; classes on evidence-based practice, resources and tools; research consultations; and office hours.
AHIP, Academy of Health Information Professionals Distinguished Member
MLIS, School of Information Studies, University of Wisconsin at Milwaukee
BS, Biology, Marietta College
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