RESUMEN
BACKGROUND: In 2004, the American Association of Colleges of Nursing (AACN) called for all nursing schools to phase out master's-level preparation for advanced practice registered nurses (APRNs) and transition to doctor of nursing practice (DNP) preparation only by 2015. Today, five years after the AACN's deadline, nursing has not yet adopted a universal DNP standard for APRN practice entry. PURPOSE: The purpose of this paper is to examine the factors influencing the ability of nursing schools to implement a universal DNP standard for APRNs. METHODS: Deans from top-ranked nursing schools explore the current state of the DNP degree in the US. The authors draw upon their collective experience as national leaders in academic nursing, long-time influencers on this debate, and heads of DNP programs themselves. This insight is combined with a synthesis of the literature and analysis of previously unpublished data from the AACN on trends in nursing doctoral education. FINDINGS: This paper highlights issues such as the long history of inconsistency (in messaging, curricula, etc.) surrounding the DNP, certification and accreditation challenges, cost barriers, and more. The authors apply COVID-19 as a case study to help place DNP graduates within a real-world context for health system stakeholders whose buy-in is essential for the success of this professional transition. DISCUSSION: This paper describes the DNP's standing in today's professional environment and advances the conversation on key barriers to its adoption. Insights are shared regarding critical next steps to ensure national acceptance of the DNP as nursing's terminal practice degree.
Asunto(s)
Enfermería de Práctica Avanzada/educación , Educación de Postgrado en Enfermería/organización & administración , Educación de Postgrado en Enfermería/normas , Facultades de Enfermería/organización & administración , Curriculum , Humanos , Investigación en Educación de Enfermería , Sociedades de Enfermería , Estados UnidosRESUMEN
BACKGROUND: The purpose of this article is to describe the development of an innovative broad-based initiative supportive of academic and professional success, the Center for Academic and Professional Success (CAPS) at the University of Rochester School of Nursing. While CAPS was founded to support all nursing students, it was also carefully developed to meet the special needs of students in the accelerated program for non-nurses (APNN) due to their diversity and the intensity and rapidity of the APNN program. METHOD: Faculty discussion, literature review, and student needs assessment findings informed program development. Outcome data obtained during the past 4 years are presented. RESULTS: Data revealed a correspondence between identified student needs and use of program services, as well as high satisfaction ratings. CONCLUSION: Findings supported the provision of both traditional academic support, as well as other critical supports to address the academic and social stressors associated with the transitions experienced by nontraditional, working, and graduate nursing students. [J Nurs Educ. 2017;56(4):235-239.].
Asunto(s)
Competencia Profesional/normas , Facultades de Enfermería/organización & administración , Estudiantes de Enfermería , Actitud del Personal de Salud , Humanos , Investigación en Educación de Enfermería , Desarrollo de ProgramaRESUMEN
PURPOSE: The purpose of this study was to evaluate a new model for delivery of care to hospitalized children, adolescents, and young adults with cystic fibrosis (CF) admitted to the adolescent unit at Golisano's Children's Hospital at Strong. SPECIFIC AIM/HYPOTHESIS: The specific aim of this study was to test the hypothesis that children, adolescents, and young adults with CF who were hospitalized under the new model for care delivery would have better experiences and clinical outcomes than they had during previous hospitalizations prior to the implementation of the new model. METHODS: A pre-post design included all children, adolescents, and young adults with CF admitted to the hospital for treatment of a pulmonary exacerbation during the six-month study period. Each patient's experience was compared with his or her most recent previous hospitalization. Outcomes measured included timeliness of inpatient consultations, change in forced experitory volume in first second (FEV1), weight gain, length of hospital stay (LOS), and patient/parent and nursing/medical staff satisfaction. RESULTS: A total of 21 patients completed the study. Compared to the patient's previous admission, there was a significant reduction in the time to complete consultations by ancillary services. The differences between predicted LOS and actual LOS was reduced by 2.47 days (p = .06). Actual LOS was decreased by 1.35 days. Parent/patient satisfaction with new model remained high and health care provider satisfaction was overwhelmingly positive. CONCLUSIONS: An inpatient Pediatric Nurse Practitioner Care Coordinator (PNP-CC) for CF patients admitted to the hospital can reduce the time for ancillary service consultations, reduce LOS, and improve patient and health care provider satisfaction. This model also can be applied to the treatment of hospitalized children with other chronic illnesses.