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Practice Doctorate Resource Center

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NONPF Subcommittee on Curriculum

Donna Nativio, Chair

Subcommittee Members:  Donna Nativio, PhD, CRNP, FAAN, University of Pittsburgh, Chair; Susan Fontana, PhD, APRN, BC, University of Wisconsin, Milwaukee; Diane Magyary, ARNP, PhD, University of Washington; Marie Napolitano, FNP, PhD, RN, Oregon Health & Sciences University; and Ann L. O’Sullivan, PhD, CRNP, CPNP, FAAN, University of Pennsylvania.

 Charge to the Subcommittee:  To deliberate on the essential components of the curriculum for preparing practice doctorates in nursing, including discussion of the educational requirements and offerings and related competencies; and to discuss the related issue of the initial transition period as master’s prepared faculty teaching in master’s NP programs enter DNP programs.  

Questions to begin the conversation with the subcommittee:

 A.  Core Curriculum ( Reflecting on “Essentials” and core competencies): 

1.   What essential courses are required of all practice doctorates in nursing regardless of their practice specialty, whether their focus is on individuals, populations or systems? 

2.   How much of the curriculum should be didactic and how much should be devoted to clinical practice?  

3.   Are there areas of knowledge that require special emphasis in a practice doctorate in nursing that have been missing or underemphasized in the master’s curriculum preparing advanced practitioners?  

4.   Are there specific types of learning experiences that should be required of all and /or recommended for only those with a practice focus? For example, how much pathophysiology or pharmacotherapy should be required for those who choose a health care systems focus?  Is there a community health perspective required for all pathways? 

5.   How should preparation for teaching be included in the program? Optional? Required clinical teaching? 

6.   How and what kind of intraprofessional and interprofessional experiences should be incorporated into the curriculum? Coalition building?  

7.   How is leadership cultivated, mentored, demonstrated in the curriculum? 

8.   What differentiates research training for the practice doctorate from the research preparation of the career scientist in a PhD program? How much and what kind of research training is required? Are there courses in statistics, meta analysis, evaluative research, qualitative and quantitative methods required?  

9.    Is a quality improvement project required? (Although there is a capstone project subcommittee working on these aspects, your input is welcomed.) 

10.  How does the clinical residency differ for various pathways: specialties focused on individuals, populations and health systems?            

B.   Content and Skill Development

 1.    How is evidence based practice addressed throughout the curriculum regardless of specialty focus? 

2.    What benchmarks might be used to evaluate progress during the curriculum?  

3.    How will students learn clinical decision making in complex situations? Clinical decision making under conditions of uncertainty?  

4.    How do students learn to use databases and technological support for decision making? 

5.    How do students acquire skill in ethical decision making? 

6     How do students learn to negotiate, manage conflict, analyze policy and make data based recommendations? 

7.   How do students demonstrate their critical thinking abilities (analysis, synthesis, integration and application) as well as creativity and innovativeness? Are they expected to develop clinical guidelines, design practice systems, evaluate outcomes of care, publish and present scholarly work while in the program? 

8.   How are students socialized into professional values and behaviors that reflect responsibility, accountability, continued professional development, etc? As advocates for social justice?  

9.   To what extent are students required to learn about globalization of health issues? 

10.  How are students prepared as articulate communicators?  Disseminate practice guidelines, health policy and reform to the public and other professionals? deal with the media?           

C.    Recommendations for DNP Curriculum Development Options

 1.    How will the content differ for post-baccalaureate and master’s prepared students who enter a practice doctorate program? For graduate entry students? For accelerated baccalaureate to doctoral degree students? 

2.    What are the advantages/ disadvantages to retaining the master’s degree as an “opt out” option for post-baccalaureate students who choose not to complete the DNP? 

3.     Any thoughts on how the program might be offered: online, distance education, intensives?

4.     Any thoughts about the cost of the practice doctorate and marketing the program?          

D.    Credentialing

 1.    What will the curriculum prepare the graduate for in terms of national credentialing as an advanced practice nurse? 

2.     Is there a need for a “limited license” for students during the program given the type of clinical supervision before they qualify for full licensure as an advanced practice nurse on graduation?

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National Organization of Nurse Practitioner Faculties (NONPF)
1522 K Street, NW, Ste. 702
Washington, DC 20005
tel: (202) 289-8044 ● fax: (202) 289-8046
nonpf@nonpf.org

President: Joanne Pohl, PhD, APRN, BC, FAAN