A competency roadmap for advanced practice nursing education using PRIME-NP

D’Aoust, Rita; Brown, Kristen; McIltrot, Kimberly; Adamji, Jehan-Marie Daley; Johnson, Heather L.; Seibert, Diane; Ling, Catherine

doi:10.1016/j.outlook.2021.10.009

Cited by 14 publications

(14 citation statements)

References 24 publications

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“…Nursing education research is important for developing nursing discipline and has signifcance for nursing management [4,5]. However, the results have been very heterogeneous due to the heterogeneous outcomes of previous RCTs in nursing education.…”

Section: Discussionmentioning

confidence: 99%

“…With the increasing aggravation of the ageing population, the nursing discipline's development is increasingly important [1,2]. Nursing discipline depend on the development of nursing education [3][4][5]. New nursing teaching theories [6], teaching methods [7], and teaching models have been applied more and more in nursing education, such as the problem-based learning teaching model [8], integrated teaching model [9], core ability teaching model, massive open online course teaching model, and fipped classroom teaching model [10].…”

Section: Introductionmentioning

confidence: 99%

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Development of a Core Outcome Set for Randomised Controlled Trials of Nursing Education: A Methodological Framework

Chen

Luo

Yang

et al. 2023

Journal of Nursing Management

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Background. Nursing educational research is very important for the development of the nursing discipline. There have been many randomised controlled trials (RCTs) of nursing education, and the outcomes are highly heterogeneous and waste resources. The study aims to report the methodological framework to establish a core outcome set (COS) for RCTs of nursing education. Methods. The study will be conducted in the following five steps: (a) establish nursing education COS working groups; (b) develop an initial list of outcomes of nursing education by systematic review and semistructured interview; (c) Delphi survey with different stakeholders to reach a preliminary consensus on the core outcome of nursing education; (d) expert consultation to form the outcome pool; (e) expert consensus meeting to form the nursing education COS. Results. The goal is to develop a COS that includes stakeholders’ interest in nursing education to determine which outcomes should be reported and how they should be measured. Conclusions. By performing the study, the nursing education COS will be established, which will help to reduce reporting bias and resource waste, and provide enough results for nursing education systematic reviews.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development of a Core Outcome Set for Randomised Controlled Trials of Nursing Education: A Methodological Framework

Chen

Luo

Yang

et al. 2023

Journal of Nursing Management

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“…The results of this study show that CBT can improve the critical thinking and innovation abilities, professional construction and development abilities of new nurses. In China, the Confucian educational thought passed down in history and the modern education system that imitated the former Soviet Union's classroom style have severely restricted the development of students' creative thinking styles and their professional PLOS ONE construction and development capabilities [46,47]. The CBT extends and expands the training content of theory and practice, which is closer to clinical reality, and can effectively improve the ability of new nurses to solve difficult problems and make clinical judgments and decisions, thereby improving their critical thinking skills and the cultivation of innovation ability, professional construction and development ability [48][49][50].…”

Section: Plos Onementioning

confidence: 99%

The effects of competency-based training model in the training of new nurses: A meta-analysis and systematic review

Chen

Zhang

2022

PLoS ONE

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Background It is necessary to evaluate the effects of competency-based training (CBT) model in the clinical training of new nurses, to provide insights to the management of nurses. Methods We searched PubMed, EMBASE, Cochrane Library, Web of Science, China National Knowledge Infrastructure (CNKI), China Science and Technology Journal Database, Wanfang and Weipu Databases for the randomized controlled trials (RCTs) on the application effect of CBT in new nurse training up to December 15, 2021. Two investigators independently screened the literature, extracted the data and evaluated the quality of the literatures. RevMan 5.3 software was used for meta-analysis. Results A total of 7 RCTs involving 639 new nurses were included. Meta-analyses indicated that CBT improved the ability of clinical nursing care [SMD = 1.52, 95%CI (0.13~2.90), P = 0.03], critical thinking and innovation[SMD = 0.69, 95%CI (0.43~0.95), P<0.001], interpersonal communication[SMD = 0.74, 95%CI (0.51~0.97), P<0.001], professional construction and development[SMD = 1.92, 95%CI (1.41~2.42), P<0.001], level of comprehensive knowledge[SMD = 1.20, 95%CI (0.63~1.76), P<0.001] and level of good personal traits[SMD = 1.89, 95%CI (1.27~2.50), P<0.001].The results of Egger regression tests indicated that there were no statistical biases amongst the synthesized outcomes (all P>0.05). Conclusions CBT is beneficial for improving the competency of newly recruited nurses. More RCTs from different population and regions are needed to further elucidate the role of CBT in nurse management.

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“…Over the past 2 decades, faculty have explored the effectiveness of the framework in specific aspects of clinical student performance. [2][3][4][5][6][7][8][9][10] This article describes how RIME was used to inform the redesign of a 3-year doctor of nursing practice (DNP) NP specialty curriculum to delineate expectations for student performance and content mastery (Table 1).…”

Section: Problemmentioning

confidence: 99%

Applying the RIME Framework to Level Nurse Practitioner Curriculum Competencies

et al. 2022

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Background: Nurse practitioner (NP) faculty assess student acquisition of knowledge through examinations, simulation, and clinical performance. Problem: Developing appropriately leveled curriculum, assessments, and clinical expectations that accurately capture student maturation presents a challenge. Approach: The Reporter, Interpreter, Manager, Educator (RIME) provided the framework for doctor of nursing practice NP curriculum redesign to enhance student performance and content mastery. Faculty used a gap analysis approach, iteratively leveling specialty content, course competencies, examination questions, simulation cases, and clinical expectations using the building blocks of RIME. Outcomes: Objective scores on student evaluations for clinical courses exceeded the threshold established, including 83% of simulation encounters. Faculty implemented targeted methods to remediate areas of underperformance. Conclusions: Structuring the course competencies and preceptor feedback around RIME made it easier to pinpoint specific deficiencies and target remediation. It also helped guide discussions about the minimum acceptable standard for student performance.

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A competency roadmap for advanced practice nursing education using PRIME-NP

Cited by 14 publications

References 24 publications

Development of a Core Outcome Set for Randomised Controlled Trials of Nursing Education: A Methodological Framework

Development of a Core Outcome Set for Randomised Controlled Trials of Nursing Education: A Methodological Framework

The effects of competency-based training model in the training of new nurses: A meta-analysis and systematic review

Applying the RIME Framework to Level Nurse Practitioner Curriculum Competencies

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