Vollständiger Abstract
Worum geht es in dieser Arbeit?
ABSTRACT The 2021 American Association of Colleges of Nursing Essentials: Competencies for Professional Nursing Education , has required Colleges of Nursing to transition to implementation of competency-based education while redefining development and validation of competencies. It was essential for programs to structure assignments and activities with a focus on competency-based education assessments targeting end outcomes for practice-focused graduate nurse practitioner (NP) students. The purpose of this article is to provide a model for structuring competency-based assessments using an innovative, tiered approach for NP students in a Doctor of Nursing Practice program.
Bibliografischer Nachweis
Publikationsdaten
- Autor:innen
- Holly R. Chitwood, Debra Hampton, Candice Falls, Julianne Z. Ewen, Leslie Scott, Elizabeth Tovar, Holly Stith, Andrew Makowski, Angela B. Grubbs, Jill M. Clemmons, Sheila D. Melander
- Quelle
- Journal of the American Association of Nurse Practitioners
- Publikation
- 2026-01-01
- Band / Ausgabe
- Nicht angegeben
- Seiten
- Nicht angegeben
- ISSN / ISBN
- 2327-6924, 2327-6886
- Zitationen
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Zitierfähiger Nachweis
Holly R. Chitwood, Debra Hampton, Candice Falls, Julianne Z. Ewen, Leslie Scott, Elizabeth Tovar, Holly Stith, Andrew Makowski, Angela B. Grubbs, Jill M. Clemmons, Sheila D. Melander (2026). Model for structuring competency-based education assessments for nurse practitioner students in a Doctor of Nursing Practice program. Journal of the American Association of Nurse Practitioners. https://doi.org/10.1097/jxx.0000000000001342