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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Staci Reynolds
Dr. Staci Reynolds is a Clinical Professor at Duke University School of Nursing (DUSON). At DUSON, Dr. Reynolds primarily teaches in the DNP program. Previously, she clinically served as a Clinical Nurse Specialist (CNS) at Duke University Hospital 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) School of Nursing 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’ current scholarship interests include evidence-based practice implementation and evaluation, and she is an expert in quality improvement.
Jacquelyn McMillian-Bohler
Dr. Jacquelyn McMillian-Bohler is an Assistant Professor, Associate Dean for Academic Innovation and Evaluation, and Director for Educational Excellence at Duke University School of Nursing (DUSON). Jacqui is a recognized leader in nursing education, passionate about faculty development and creating inclusive, evidence-based teaching and learning environments. Her work focuses on competency-based education and innovative teaching practices that enhance learning outcomes and promote student success.
Jacqui's scholarship is grounded in her "master teacher" model, which has shaped her approach to faculty development and supporting the professional growth of nurse educators. She has published and presented nationally and internationally on faculty development, teaching strategies, and educational innovation. She has received numerous awards for her academic contributions, including the 2021 Duke University Outstanding Teaching Faculty Award at DUSON.
Since joining the DUSON faculty in 2017, Jacqui has taught Health Promotion and Perinatal Nursing in pre-licensure and master's degree programs. She is deeply committed to addressing health disparities, particularly Black maternal mortality, and is currently a co-principal investigator on a grant to enhance doula training for Black families during the perinatal period.
Since 1998, Jacqui has been certified as a nurse-midwife and has provided full-scope women's health care in Charleston, South Carolina, Nashville, Tennessee, and Louisville, Kentucky. She is also a member of the Midwives in Focus International team and has precepted nursing students in China, South America, and the Philippines. Jacqui is currently working with colleagues in Tanzania to build a simulation program.
Jacqui holds a BSN from the University of North Carolina at Greensboro, an MSN in Nurse-Midwifery from Vanderbilt University, and a Ph.D. in Nursing Education from Villanova University.
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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