Preparation for the First Accreditation of the DNP: Program Revision post Accreditation

Background: The Doctor of Nursing Practice (DNP) program at this SON was developed and implemented prior to the publication of The Essentials of Doctoral Education for Advanced Nursing Practice (AACN, 2006). The continuous program evaluation was completed on the DNP curriculum post graduation of the first class, prior to the application for accreditation.  Purpose: The purpose is to describe the outcomes of a comprehensive review and subsequent revision of a DNP program, identifying specific challenges and strategies that may serve as a model for other programs. Post the comprehensive review of the curriculum, determinations included: (1) current curriculum strengths, (2) best practices in DNP curricula, (3) alignment with AACN DNP Essential Competencies, (4) measurement of DNP student and program outcomes.  Process: Post review of the DNP program that included individual and group review, survey of community partners, focus group interviews with current students and alumni, and continuous articulation with our students regarding their project outcomes based on the AACN essentials, plans for program revision were identified.  Major steps in the revision process included: (1) review of program curricula to align with the DNP Essentials, (2) critical evaluation of current DNP course syllabi, (3) articulating revised course syllabi to SON faculty, and (4) guiding the revised curriculum through SON and University approval. Outcomes: The curriculum was revised from a 25-credit program structure to 31credits. Individual course objectives and curricular threads were mapped to illustrate alignment with CCNE accreditation standards, the DNP essentials and NONPF competencies.  Course revisions were approved through the SON committee structure.  Challenges included:  (1) maintaining alignment with courses co-taught with the PhD curriculum, and (2) negotiating revised and distributed content among diverse faculty. Implications: The collaborative approaches and planning tools developed were useful in involving the entire faculty in the evaluation. The strategies and tools were essential to coordinate curriculum change in one program as it related to the larger curriculum school goals. The revision should strengthen the student's project measurements and outcomes.  Utilizing the program evaluation plan assisted the DNP program to earn the full five year maximum accreditation from CCNE.