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Building the Bridge as You Walk on It: The Process of DNP Development

Building the Bridge as You Walk on It: The Process of DNP Development. Presented by Anne Woodtli PhD FAAN Visiting Professor University of Massachusetts Amherst created by the “bridge engineers” of UMASS Amherst Faculty and Dean. Pioneer Valley- We are Pioneers with a horizon.

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Building the Bridge as You Walk on It: The Process of DNP Development

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  1. Building the Bridge as You Walk on It:The Process of DNP Development Presented by Anne Woodtli PhD FAAN Visiting Professor University of Massachusetts Amherst created by the “bridge engineers” of UMASS Amherst Faculty and Dean

  2. Pioneer Valley- We are Pioneers with a horizon

  3. Our “starter” Bridge! Don’t worry it WILL hold us!

  4. Uncertainty seen as “Opportunity” • Although we all share the same sky, we see it from different horizons • When the course is not set firm, it is an opportunity to shape it. Living the uncertainty! Building the Bridge As You Walk on It: A Guide for Leading Change (Robert Quinn, 2004)

  5. Key Points For Us— “ Blueprints for the Bridge” • WE BELIEVE: • APNs need knowledge and skills at the “highest level” and acknowledgment of achievement at that level • specialty curricula must be deeply rooted in evidence-basedpractice model • advanced knowledge in evaluative research methods, translational research, and leadership is essential • WE DECIDED: • to be in the vanguard • to “build” the program on the foundation of the baccalaureate degree in nursing • WE HAVE: • full commitmentof the Dean and Faculty

  6. SON Process- “Putting the Plans into Action” Doctor of Nursing Practice: • embedded in strategic planning and goals for the School of Nursing over a 2 year period • conveyed at the institutional level, in the region and among the “system” schools(5) • preliminary discussions taking place over two years based on national dialogue • consultants utilized and time dedicated for DNP dialogue

  7. Linking Change– “Suspension Cables on Our Bridge” • Suspended admissions to MS APRN programs--BIG decision! Retained the MS/MPH program, started the CNL program • Reviewed current courses, raising questions! • Established the DNP Task Force late 2004 • Invested: San Diego Doctoral Conference , Jan. 2005 Submitted: RFP -- grant proposal from “BHE “ • Set targets: preliminary proposal, full proposal, course creation, potential start date Fall 2006 • Gathered ongoing intelligence as program evolved

  8. Use of Task Force Model- Our “Engineers” • Placed key players on DNP Task Force • Held retreats, day-long meetings to move the agenda and create the algorithms • Encouraged DNP speak: topic of many conversations, open dialogue with faculty and students • Involved students; networked with potential students • Engaged in dialogue with regional and national preceptors • Presented Task Force reports and refined documents • Designed and built the proposals • Linked “Essentials” with courses and content

  9. Institutional process- “Hedging our Bets” • Essential to Prepare “up front” for Decision Making • Level of the School, University, System • “Infiltrated the ranks” • Placed nursing faculty on key committees • Built relationships • Networked in community, state, region • Communicated with advisory boards, donors, agencies, alumni • Made the case

  10. Doctor of Nursing Practice (DNP) Program DNP Post Baccalaureate Residency/Capstone Cognates/Electives Family NP Psych NP Public Health Leadership *Multiple entry points possible Foundation Core 2nd Bachelors Baccalaureate RN to BSN

  11. Core --(All Students) • N 603 Theoretical Components of Nursing Science (3) • N/PH 690L Leadership (3)* • NXX Healthcare Quality (2) • NXX Care Environment Mgt. (2) • BIOST-EP 640 Intermediate Biostatistics (3) • BIOST-EP 630 Principles of Epidemiology (3) • N 630 Research Methods for Nursing (3) • MGT 833 Organizational Behavioral Theory (3) • ComHlth 524 Politics and Public Policy (3) • NXX Translational Research (Research) (3) • N/PH 690-M Informatics (3) future* • Total Core = 31 Credits *taught by interdisciplinary teams

  12. Public Health Nursing Leadership • NXXXHealth Disparities (3) • N640Adv PH Nursing I (3) • NXXXAdv PH Nursing II (3) • ComHlth 620Principles of Public Health (3) • EnvHlth 565Environmental Health (3) • ComHlth 601 Social & Behavior Theory (3)* • PubHlth 525 Population-based Ethics (3)* • N/PH 690NCurrent Topics (3)* • ComHlth 628 Financial Mgt (3) • ComHlth 780 Public Health Law (3) • ComHlth 704 Program Planning and Evaluation (3) • N798G Practicum (6) • Total Specialty = 39 credits *Interdisciplinary teams: co-taught with nursing faculty

  13. Residency and Capstone –(All Students) ALL Students • design individual residency experience • according to area of specialization and interests • with approval of faculty and preceptors or mentors • actualize the capstone projectduring this experience. • N898 Residency (6) intensive immersion experience: 336 hrs • N899 Capstone (3) clinical evaluation research project Total Residency/Capstone credits = 9 Total Program PHN-L Credits= 79 • Core plusPHN-L Specialty, Residency/Capstone (for postbaccalaureate student)

  14. DNP Specialties, Courses • Key: “depth and detail” across a carefully laid out curriculum for immediate entry post-baccalaureate students • Variability: related to specialty content • Individualized portfolio: reviewed for post masters students who take necessary “modules” to fill content gaps (UMASS requires a minimum 36 post masters credits)

  15. Nurse Practitioner Specialties for DNP • Psychiatric/Mental Health Nurse Practitioner • Total Specialty = 40 credits • Total Credits = 80 credits (Core plus Specialty & Residency/Capstone) • Family Nurse Practitioner • Total Specialty = 40 credits • Total Credits = 81 credits (Core plus Specialty & Residency/Capstone)

  16. Sample Plan of Study : Family Specialty (8I cr) Year 1 (Fall) (9 cr)Year 1 (Spring) (9 cr) Biost& EP640 Intermed Biostats Biost&EP630 Princ Epidem N690 Informatics N690 Leadership CommHlth524 Politics & Policy N630 Res Methods for Nurs Summer (3 cr) N603 Theoretical Components of Nursing Science Year 2 (Fall) (10 cr) Year 2 (Spring) (10 cr) Nxxx Healthcare Quality N690C Adv Health Assess Nxxx Care Environ Mgt N698 Practicum N615 Adv Pathophysiology N690D Adv Pharmacology SCH-MGMT 833 Org BehTheory N670 Fam Systems/Interv

  17. Con’t Year 3 (Fall)(10 cr) Year 3 (Spring) (10 cr) N610 PrimHC Infant,Child, N620 PrimHCMiddle,Older Adolescent Adults N698E Practicum N698 Practicum,Role Seminar N790D Pharmacotherapeutic Nxxx Translational Research Year 4 (Fall) (11 cr) Year 4 (Spring) (9 cr) N798 Practicum, Role Sem Nxxx Residency N698 Practicum, Role Sem Nxxx Capstone Cognate

  18. Ongoing Issues • Credit distribution? • Year round? • Part-time options? • Distance learning components? • Clinical practicum contact hours? • Interdisciplinary content? • Redundancy while ensuring key content? • “Essentials” grid evolution?

  19. Well, here’s our bridge now, as seen from our horizon

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