Purpose/Objectives:
To describe one model for a doctor of nursing practice curriculum for clinical nurse specialist preparation at both the postmaster's and postbaccalaureate levels and to stimulate dialogue regarding doctoral preparation of clinical nurse specialists.
Significance:
Doctor of nursing practice programs for preparation of advanced practice nurses are burgeoning in the United States. Most programs have begun with postmaster's programs and several include postbaccalaureate options. Models for clinical nurse specialist curricula are less available than for nurse practitioners.
Background/Rationale:
The Oregon Health and Science University (OHSU) School of Nursing Doctor of Nursing Practice program was developed to meet national standards while offering opportunities to individualize career paths. Sources included the AACN Essentials of Doctoral Education for Advanced Nursing Practice, specialty organization criteria, including preliminary knowledge of the NACNS draft of doctoral-level competencies, current trends, market analysis, and long-standing experience in preparing advanced practice nurses in highly ranked programs.
Description:
The OHSU DNP curriculum is built around core knowledge in practice, clinical inquiry, and systems of care and is designed to prepare clinical nurse specialists who will be leaders in innovative practice with the skills to translate, disseminate, and integrate clinical knowledge that will transform the quality of health care. The OHSU DNP program prepares clinical nurse specialists who will, using leadership and collaboration, (1) practice within an advanced practice specialty in a professional, evidence-based, skilled, and ethical manner; (2) influence health and health outcomes of individuals, groups, and populations through scholarly inquiry; and (3) influence health policy and systems of care in the local, regional, state, national, and international forums. DNP and CNS core courses will be described.
Outcome:
The postmaster's DNP program began in 2007, and the first clinical nurse specialists graduated in 2009. The postbaccalaureate program began in 2009.
Interpretation/Conclusion:
DNP education provides advanced leadership preparation for current, expert clinical nurse specialists as well as for those seeking to become clinical nurse specialists at the postbaccalaureate level.
Implications for CNS Basic and Continuing Education:
The future of APRN education includes DNP preparation. Knowledge of one model for DNP preparation for CNSs can help guide other educators as they develop curricula.
Section Description
The 2010 National Association of Clinical Nurse Specialists (NACNS) Annual National Conference is planned for Portland, Oregon, on March 3 to 6. More than 375 clinical nurse specialists (CNSs), graduate faculty, nurse administrators, nurse researchers, and graduate students are expected to attend. This year's theme, "CNS as Internal Consultant: Influencing Local to Global Systems," demonstrates the breadth and depth of CNS practice and leadership at multiple levels in organizations and on healthcare.
A total of 142 abstracts were submitted for review, and 58 (not including student posters) were selected for either podium or poster presentations. Again, this year, there is a CNS student poster session; student abstracts will appear in a later issue of the journal. The abstracts addressed CNS practice in all 3 practice domains as described in the Spheres of Influence Framework for CNS Practice. Abstracts emphasized patient safety and quality care outcomes, leadership, CNS education, evidence-based practice, and new ways to shape CNS practice. Topics include CNS work activities incorporated into the 3 Spheres of Influence, the role of the CNS in developing clinical inquiry skills among staff nurses, use of simulation technology, strategies to maintain clinical excellence, the role of the CNS in National Database for Nursing Quality Indicators (NDNQI) activities, and many new and thoughtful ideas to support CNS education, practice, and research. Collectively, the abstracts represent the breadth, depth, and richness of the CNS's contribution to the well-being of individuals, families, and communities, as well as contributing to the advancement of the nursing profession.
The conference abstracts are published to share new knowledge with those unable to attend the conference. As you read each abstract, appreciate the intellectual talent and clinical scholarship of your CNS colleagues who are advancing the practice of nursing and contributing to the health of society through improved outcomes for patients and healthcare organizations. We encourage you to contact individual presenters to network, collaborate, consult, or share your thoughts and ideas on the conference topics.
Watch for next year's call for abstracts and consider submitting for presentation at the next NACNS annual conference scheduled for March 9-12, 2011, in Baltimore, Maryland.