Defense Date

7-23-2019

Graduation Date

Fall 12-20-2019

Availability

One-year Embargo

Submission Type

dissertation

Degree Name

PhD

Department

Nursing

School

School of Nursing

Committee Chair

Joan Lockhart

Committee Member

Rebecca Kronk

Committee Member

James Schreiber

Committee Member

Anne Thomas

Keywords

Nurse Practitioner, Delphi, Nurse Practitioner Competencies, Competency Based Education

Abstract

Background: Competency-based education (CBE) has been recommended for nurse practitioner (NP) education. To implement CBE, existing NP core competencies need to be reduced in number and refined.

Purpose: This study refined and reduced redundancy in the National Organization of Nurse Practitioner Faculties (NONPF) and American Association of Colleges of Nursing (AACN) NP core competencies through the consensus of experts in NP practice. This study used the current NP Core Competencies (NONPF, 2017), the Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006), and the Common Advanced Practice Registered Nurse Doctoral-Level Competencies,(AACN, 2017a)as these documents are the competencies accredited NP programs commonly use in curriculum development. The primary aim of this study was to determine the relevancy of these competencies; a secondary aim was to ensure that the final competencies were clear and measurable.

Methods: A Delphi approach was used to reach consensus among an expert panel who reviewed the core competencies via an online questionnaire. Descriptive statistics were used to calculate median and interquartile ranges; content analysis was conducted with qualitative data.

Results: Consensus was reached after three rounds and resulted in 49 final core competencies.

Implications for Practice: This study provides the NP community with a manageable list of relevant, clear, and measurable competencies that faculty members can use to implement CBE in their programs.

Language

English

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