Enhancing Post-Baccalaureate Doctor of Nursing Practice students' analytic skills
Document Type
Journal Article
Publication Title
Nursing Forum
Medical Subject Headings
Clinical Competence, Curriculum, Education, Nursing, Graduate, Faculty, Nursing, Health Knowledge, Attitudes, Practice, Humans, Nursing Education Research, Professional Role, Students, Nursing
ISSN
1744-6198
Volume
54
Issue
2
First Page
232
Last Page
237
PubMed ID
30566239
Publisher
Wiley Periodicals, Inc.
School
School of Nursing and Midwifery / Centre for Nursing, Midwifery and Health Services Research
RAS ID
28176
Abstract
Programs with several paths to the Doctor of Nursing Practice (DNP) face significant difficulties in preparing clinical scholars who can transform healthcare. While Post-Baccalaureate to DNP (BSN-DNP) programs are fulfilling the Institute of Medicine's mandate for seamless academic progression, several factors need to be considered for students' successful program completion. These factors include: (1) the students' stage of cognitive development for strategic thinking (metacognition); (2) students' tendency to underestimate the rigors of doctoral educational requirements; and (3) faculty challenges in helping students to acquire skills needed to complete the DNP project. The purpose of this paper is to describe learner-centered approaches to enhance analytic preparation of BSN-DNP students.
DOI
10.1111/nuf.12322
Access Rights
subscription content
Comments
Dermody, G., & Tiedt, J. (2019). Enhancing Post‐Baccalaureate Doctor of Nursing Practice students' analytic skills. Nursing Forum, 54(2), 232-237. Available here