Nursing Education and DNP Practicum Experiences
Immersion Practicum Experiences In Nursing Education,Simulation Use In Nursing Education,DNP Scholarly Product In Nursing Education,DNP Responsibilities of Faculty In Nursing Education.
Immersion Practicum Experiences In Nursing Education
Development of competency attainment is facilitated through use of focused and sustained practice experiences. Immersion experiences, expected in advanced nursing education programs, provide the learner with the opportunity to integrate the advanced level sub-competencies and applicable specialty competencies.
An immersion also provides an opportunity for the learner to focus on a population of interest, an advanced nursing role, or specialty area of study. Placement of integrated or immersion experiences may vary and depend upon the program's design, curriculum, and specialty requirements.
Simulation Use In Nursing Education
Simulation experiences represent an important component of clinical/practice education, serving as a valuable augmentation to direct clinical care or practice within healthcare settings. Laboratory and simulation experiences provide an effective, safe environment for learning and demonstrating competencies, particularly high risk and low-frequency experiences.
However, practice experiences in current practice settings continue to represent the most important component of nursing practice education and are required in advanced nursing programs for the learning and demonstration of the Level 2 sub competencies and integration of specialty competencies.
Simulation learning experiences align with best practice standards such as those developed by the International Nursing Association for Clinical Simulation and Learning (INACSL) or the Society for Simulation in Healthcare (SSH).
The use of simulation in the curriculum as a replacement of direct patient clinical/practice hours or experiences is also determined by requirements of national specialty education, certification entities, and regulatory entities.
Practice experiences may include simulated experiences for the attainment of a portion of the Level 2 sub-competencies, particularly for experiences that are high risk and low frequency or may not be available to all students, and in accordance with requirements set forth by specialty organizations and /or licensing/certifying bodies.
Regardless of the design of the experiences, programs are expected to document attainment of these sub-competencies through varied and comprehensive assessment methods across the curriculum.
DNP Scholarly Product In Nursing Education
There are many past, present, and projected healthcare dilemmas that call for healthcare transformation. Nurses, as members of the healthcare team, are expected to assume a prominent role in addressing these dilemmas. Nurses cannot be expected to significantly impact healthcare transformation unless their educational preparation provides them with opportunities to learn and employ scholarship, leadership, and teamwork skills to advance practice.
A scholarly work that aims to improve clinical practice, therefore, is required of students completing a practice doctorate in nursing. Collaboration with practice partners whenever possible will maximize the impact of the student experience.
The scholarly work may take on various final forms depending on the academic institution's requirements and the student's area (specialty or role) of study/practice.
Key elements of the scholarly work include problem identification; to search, analysis, and synthesis of the literature and evidence; translating evidence to construct a strategy or method to address a problem; designing a plan for implementation and actual implementation when possible, and an evaluation of the outcomes, process, and/or experience.
Faculty may identify additional elements deemed necessary to meet the expected outcomes of the curriculum. Programs are encouraged to support innovation in the design and dissemination of the final project without reducing the substantive nature of the work.
A literature review that lacks applicability to affect a practice improvement or the other elements identified above would not constitute a scholarly work that aligns with this Essentials model. Similarly, a portfolio may be used as a tool to enhance the development and presentation of a project but may not be the sole deliverable product of the student's scholarly work.
The scholarly work should not be a separate dis-aggregated part of the plan of study. Instead, faculty should consider how the development of the scholarly work is integrated throughout the curriculum, allowing for dissemination of the results prior to program completion.
The intent is that this scholarly work reflects the longitudinal attainment of advanced level sub-competencies, going across the curriculum and allowing for the evolution of ideas. There is also a need to ensure an understanding by the student of the connection between the scholarly work and application to future practice. This will promote integration of advanced nursing education competencies into future practice.
Dissemination methods for the scholarly work are determined by the student in consultation with the faculty and may include a variety of methods. Dissemination may include a final written product that is presented to a defined group of stakeholders, such as members of the practice and/or university community or participants at a local, state, or national professional meeting.
Other possible examples of dissemination include poster presentations, a manuscript under review and/or submission for publication, an educational presentation, or a podcast.
DNP Responsibilities of Faculty In Nursing Education
Faculty with appropriate specialty and academic credentials are involved in the planning, formation, and evaluation of the student's scholarly work. In some instances, additional experts/mentors/partners/facilitators can be formal or informal collaborators and provide intermittent or limited support throughout the project phases as needed.
Evaluation of the student's scholarly work may include a combination of methods, including faculty, expert, and/or peer evaluation. Programs tailor scholarly work evaluation and approval processes per institution's, the program's, and/or appropriate committee's requirements. Evaluation of the final DNP project is the responsibility of the faculty. In summary:
These program requirements do not modify any additional requirements for any advanced specialty or role preparation, including the requirement for all Advanced Practice Registered Nurse (APRNs) education to include three graduate level courses outlined in The Consensus Model for APRN Regulation: Licensure, Accreditation, Certification, and Education (2006; see glossary).
All graduates of an advanced level nursing education program are prepared for practice in an advanced nursing specialty (informatics, administration/practice leadership, public health/population health, or health policy) or for an advanced nursing practice role (nurse practitioner, certified nurse -midwife, certified clinical nurse specialist, certified registered nurse anesthetist).
All DNP students will complete a scholarly project/product, which will be evaluated by faculty; DNP students will demonstrate the attainment and integration of the Level 1 sub-competencies, Level 2 sub-competencies, and advanced specialty/role competencies into practice.
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