Dana Wright, Director for Academic Program Development

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Office of Programs and Academic Assessment (MC 103)

2630 University Hall

601 South Morgan Street

Chicago, IL 60607

January 10, 2014

TO:

Ilene Harris, Chair

Senate Committee on Educational Policy

FROM:

Dana Wright, Director for Academic Program Development

I am submitting for review and action by the Senate Committee on Educational Policy the

attached Proposal to Transfer the Doctor of Nursing Practice (DNP) from the Graduate

College to the College of Nursing; Revise the Doctor of Nursing Practice (DNP); and Revise

the Concentrations within the Doctor of Nursing Practice (DNP).

The proposal was approved by the College of Nursing Curriculum Committee on November 13,

2013 and College Faculty on December 9, 2013. The proposal was also approved by the

Graduate College Executive Committee on January 10, 2014.

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Title: Proposal to Transfer the Doctor of Nursing Practice (DNP) from the Graduate College to the College of Nursing; Revise the Doctor of Nursing Practice (DNP); and Revise the Concentrations within the Doctor of Nursing Practice (DNP).

Sponsor: Office of Academic Programs, College of Nursing Executive

Summary:

The Doctor of Nursing Practice (DNP) offered by the College of Nursing (CON) is the terminal professional practice degree within the profession of nursing. Unlike the research doctorate (PhD) in Nursing, the focus of the practice doctorate in nursing (DNP) is on application of the highest level of scientific knowledge (evidence) and practice expertise to assure quality patient outcomes. The PhD prepares individuals to generate/discover new knowledge while the DNP prepares individuals to translate/implement knowledge in their respective areas of clinical expertise.

Because the emphasis of the DNP program is on professional practice, it would be more appropriate for it to reside within the CON rather than the Graduate College. This is in line with other professional degree programs in the health sciences at UIC. Thus this proposal requests the transfer of the DNP from the Graduate College to the College of Nursing.

In addition, the proposal requests a number of revisions to the DNP. These revisions are the result of a mandate from the American Association of Colleges of Nursing (AACN) that colleges transition all advanced practice specialty concentrations to the DNP (and away from MS programs – see related Proposal to Revise the Master of Science in Nursing), and that the DNP curricula reflect the AACN’s Essentials for Doctoral Education. Specifically, the proposed revisions to the DNP are:

1.

Changes to the BSN to DNP curriculum, including changes in core and final project/practicum courses and a reduction in required hours;

2.

Changes to the MSN to DNP curriculum, including changes in changes in core and final project/practicum courses, the elimination of required electives, and a reduction in required hours; and

3.

Changes to the 16 existing specialty concentrations, which will result in a new total of 12 specialty concentrations.

In regards to the specialty concentrations, the CON proposes to: 3a. Eliminate five concentrations (Occupational Health /Advanced Community Health Nurse, Occupational Health/Family Nurse

Practitioner, Pediatric Clincial Nurse Specialist, Perinatal Clincial Nurse Specialist, School/Family Nurse Practitioner);

3b. Rename and revise the Advanced Community Health Nurse

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3c. Rename and revise the Executive Nursing Leadership concentration as the Health Systems Leadership and Informatics concentration; 3d. Revise the clinical and specialty courses in eight concentrtaions: Adult-Gerontology Acute Care Nurse Practitioner, Adult-Gerontology Primary Care Nurse Practitioner, Family Nurse Practitioner, Family Psychiatric-Mental Health Nurse Practitioner, Neonatal Nurse

Practitioner, Nurse Midwifery, Women’s Health Nurse Practitioner, Nurse Midwifery/Women’s Health Nurse Practitioner concentrations; and 3e. Reorganize the Pediatric Nurse Practitioner concentration as two concentrations (Primary Care Pediatric Nurse Practitioner and Acute Care Pediatric Nurse Practitioner).

Description: The College of Nursing (CON) established the DNP in 2007, consistent with the American Association of Colleges of Nursing’s (AACN) call to produce advanced nursing clinicians who are able to address the complex care needs of patients in direct care and specialty practice roles. Likewise, the Institute of Medicine, Joint Commission, Robert Wood Johnson Foundation, and other regulatory bodies/agencies have called for a reconceptualization of

educational programs that prepare today’s health professionals. Because the emphasis of the DNP program is on professional practice, it would be more appropriate for it to reside within the CON rather than the Graduate College, similar to other professional degree programs in the health sciences at UIC [e.g. the Doctor of Physical Therapy (DPT), Doctor of Pharmacy (PharmD), Doctor of Medicine (MD), and Doctor of Public Health (DrPH)]. The CON will implement an infrastructure for academic governance within its Office of Academic Programs modeled after the administrative systems in the Graduate College and other professional programs to ensure adherence to academic and external accreditation standards, and the continued retention and success of students.

In addition to the transfer of the DNP, this proposal requests a number of revisions to the degree. These revisions are the result of an AACN mandate that targets 2015 as the year by which graduate nursing programs should transition all advanced practice specialty concentrations out of master’s level education and into the DNP degree. Presently the CON awards 16 specialty concentrations within the MS and 16 within the DNP; 14 of the

concentrations are shared between the degrees, 2 are unique to the MS and 2 to the DNP. A separate proposal regarding revisions to the MS, eliminating the concentration model and reorganizing it as an advanced generalist degree, is being concurrently submitted for review and action by campus governance.

Consistent with the AACN mandate, as well as the need to ensure that the curricula reflect AACN’s Essentials for Doctoral Education, the CON

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underwent a intensive curricular review and redesign process during Summer and Fall 2013 to revise the core requirements of the DNP and add/revise DNP specialty concentrations to ensure that curricula have appropriate content and credit allocations for the degree emphasis earned. The proposed changes reflect current demand and future competencies for each specialty, align the curricula with the AACN’s Essentials of Doctoral Education for Advanced NursingPractice

(the profession’s educational

standards), specialty educational requirements, and regulatory standards, while creating a seamless pathway for graduate (BSN to DNP or PhD, MS to DNP or PhD) nursing education at UIC. In addition, the changes result in UIC’s DNP program having a credit allocation consistent with other DNP programs across the nation.

Summary of DNP Revisions

The proposed revisions for the DNP program include:

1.

Changes to the BSN to DNP curriculum, including changes in core and final project/practicum courses, and a reduction in required hours;

2.

Changes to the MSN to DNP curriculum, including changes in changes in core and final project/practicum courses, the elimination of required electives, and a reduction in required hours; and

3.

Changes to the 16 existing specialty concentrations, which will result in a new total of 12 specialty concentrations.

3a. Eliminate five concentrations (Occupational Health /Advanced Community Health Nurse, Occupational Health/Family Nurse

Practitioner, Pediatric Clincial Nurse Specialist, Perinatal Clincial Nurse Specialist, School/Family Nurse Practitioner);

3b. Rename and revise the Advanced Community Health Nurse

concentration as the Advanced Population Health Nursing concentration; 3c. Rename and revise the Executive Nursing Leadership concentration as the Health Systems Leadership and Informatics concentration; 3d. Revise the clinical and specialty courses in eight concentrtaions: Adult-Gerontology Acute Care Nurse Practitioner, Adult-Gerontology Primary Care Nurse Practitioner, Family Nurse Practitioner, Family Psychiatric-Mental Health Nurse Practitioner, Neonatal Nurse

Practitioner, Nurse Midwifery, Women’s Health Nurse Practitioner, Nurse Midwifery/Women’s Health Nurse Practitioner concentrations; and 3e. Reorganize the Pediatric Nurse Practitioner concentration as two concentrations (Primary Care Pediatric Nurse Practitioner and Acute Care Pediatric Nurse Practitioner).

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Details of DNP Revisions

1.

Changes to the BSN to DNP curriculum, including changes in the core courses and a reduction in required hours;

Currently, the DNP requires at least 90 semester hours from the

baccalaureate. The total actual hours vary by specialty concentration. The required coursework for the BSN to DNP direct practice (e.g., nurse

practitioners, nurse midwifes) includes theory and science core courses (32 hours), specialty concentration courses (38-54 hours), and 20 hours of project/practicum coursework.

The revised DNP will require at least 60 semester hours from the

baccalaureate. The total actual hours will continue to vary by concentration. The BSN to DNP curriculum will require 7-10 core courses (22-31 hours), clinical science core courses for direct practice concentrations (12-14 hours), specialty concentration courses (21-43 hours), and 11 hours of

practicum/project implementation coursework.

Table 1 is a comparison of current and proposed course changes for the DNP theory and science core courses, as well as project/practicum coursework.

Table 1. BSN to DNP Core, Clinical Science, and Practicum/Project Course Comparison

Current DNP Core Courses (Hours)

Proposed DNP Core Courses (Hours) NURS 525 Intermediate Statistics

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Application and interpretation of statistical techniques appropriate for health sciences. Prepares students to think quantitatively, use computer to perform statistical analysis, and assess data critically.

DELETE

NURS 526 Inquiry I (2)

First of two courses examining interrelationships among theory, research and practice, as integral components of evidence-based practice, emphasizing concepts, theory analysis, and problem identification.

DELETE

NURS 527 Inquiry II (2)

Second of two courses examining interrelationships among theory, practice and research as integral components of evidence-based practice, emphasizing research

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methods and ethical issues.

NURS 528 Health, Environment, & Systems (2)

Examination of the environmental context in which health care in the United States is delivered and received, with an emphasis on populations, policy, cost, access, and quality.

DELETE

NURS 529 Issues of Advanced Practice in Nursing (1)

Examines advanced practice in nursing from historical,

contemporary, and future dimensions. May be repeated. Students may register in more than one section per term

DELETE

NURS 550 Evidence-Based Practice (3)

Application of evidence-based practice to healthcare delivery systems and clinical issues. Emphasizes the integration of retrieved evidence with client preferences in order to design and evaluate best practices.

DELETE

NURS 551 Promoting Health: Translating Science to Practice (3)

Examine theories/models of health promotion, disease prevention, and teaching/learning for their

application to direct care and systems-focused nursing practice.

DELETE

NURS 552 Advanced Nursing Leadership Concepts (3)

Emphasizes leadership in direct care and systems-focused advanced nursing practice roles. Focuses on synthesis of theoretical leadership concepts with

personal/professional values and working with multiple disciplines and multiple constituencies

DELETE

NURS 553 Strategic and Financial Planning for Clinical Programs (3)

Provides decision makers with state of the art tools to analyze issues affecting health care and formulate financially viable strategic plans for healthcare initiatives.

RETAIN

Note: Students earning the Health Systems Leadership and Informatics Concentration are not required to complete this course.

NURS 554 Translating Evidence into Practice (3)

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In this course, the student develops competencies in effectively utilizing methods and measures for

translating evidence to clinical practice

EPID 400 Principles of Epidemiology (3)

Introduction to descriptive and analytic epidemiology, determinants of health and disease in

populations, and application of epidemiologic methods to disease control; includes use of basic epidemiologic software

or

EPID 403 Introduction to Epidemiology: Principles and Methods (3)

Introduction to descriptive and analytic epidemiology, and

determinants of health and disease in populations. Measures of

occurrence, association and statistical testing will be addressed, along with study designs, bias and confounding.

DELETE

BHIS 510 Health Care Information Systems I (4)

Examination, through case studies, group and class discussions, and problem-based learning, of the effective utilization of information technology applications currently in place and on the horizon in health care organizations.

DELETE

NEW COURSE

NURS 511 Epidemiology & Statistics for Evidence-Based Practice (4)

Application and interpretation of statistical and epidemiological techniques

appropriate for health sciences. Prepares students to think quantitatively, assess data critically, and apply epidemiological methods to disease prevention and control.

Note: Students earning the Advanced Population Health Nursing Concentration are not required to complete this course.

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NEW COURSE

NURS 515 EBP 1: Theoretical Foundations for Evidence-Based Practice (3)

This course emphasizes

interrelationships among theory, research, and practice as background knowledge needed to critically appraise the literature and effectively engage in evidence-based nursing practice

NEW COURSE

NURS 516 EBP 2: Implementing Evidence-Based Practice (3)

Using critical appraisal of the literature, clinical evidence, and health systems to plan the implementation and evaluation of interprofessional strategies for high quality, cost-effective health outcomes.

NEW COURSE

NURS 517 Leadership, Policy, and Interprofessional Collaboration: Effecting Change in Complex Health Systems (3)

Focus on principles of leadership, change management, health care policy, and systems theory to improve health care outcomes within complex systems.

NEW COURSE

NURS 518 Quality and Safety Through Health Technologies (3)

Examination of individual and system-level factors which impact the quality of health outcomes. Focus on the use of technology and data, including

information systems, in improving the safety and quality of health care.

NEW COURSE

NURS 519 Health Equity & Social Determinants (3)

Consideration of social determinants of health and their impact. Emphasis on ethical implications for vulnerable communities disproportionately affected by the intersectionality of multiple determinants.

NEW COURSE

NURS 540 Issues in Advanced Practice in Nursing & Policy Implications (3)

Includes principles of advocacy and building collaborations to influence policy development and implementation. Focus on advanced practice nursing issues and roles from historical and contemporary

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perspectives and effect on future APN practice.

Note: Students earning the Advanced Population Health Nursing and Health System Leadership and Informatics Concentrations are not required to complete this course.

Or

EXISTING COURSE

NUSP 550 Issues for Research and Practice in Women’s Health (3)

Analysis of gender-related definitions of health and illness in theory issues and research evaluation criteria for women's health care practice are developed as a basis for research.

Note: NUSP 550 is taken only by students in 3 Specialty Practice

Concentrations (the course is a required specialty course): Nurse Midwifery, Women’s Health Nurse Practitioner, and Nurse Midwifery/Women’s Health Nurse Practitioner.

NEW COURSE

NURS 541 Nursing Information

Systems and Technology: Supporting Care and Generating Evidence (3)

Focuses on developing competencies to provide health care organization

leadership in the design, selection, and implementation of interoperable information systems and technology supporting all nursing care and continuously generating evidence.

NEW COURSE

NURS 542 Health Promotion Theories and Population-Focused Interventions (3)

Translate theories/models of health promotion and disease prevention for individual, population, and systems-focused nursing practice. Assessment, program planning, intervention and evaluation application for population- based health care.

Note: Students earning the Health System Leadership and Informatics Concentration are not required to complete this course.

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Clinical Science Core Courses

Note: Students earning non-advanced practice specialties (i.e., the Advanced Population Health Nursing and Health System Leadership and Informatics Concentrations) are not required to complete these courses.

NURS 531 Pharmacotherapeutics (3)

Advanced principles of

pharmacotherapeutics. Includes legal issues, client adherence, and medication selection factors.

REVISE

NURS 531 Pharmacotherapeutics (3)

Advanced principles of

pharmacotherapeutics, including legal issues, client adherence, and medication selection factors.

NURS 532 Comprehensive Health Assessment for Advanced

Practice (4)

Building on prior basic history and physical exam skills, covers physical, psychosocial, developmental, occupational, sexual, and cultural assessment across the lifespan, emphasizing normal and abnormal finding differences and documentation.

REVISE

NURS 532 Comprehensive Health Assessment for Advanced Nursing (4)

Building on prior basic history and physical exam skills, covers physical, psychosocial, developmental,

occupational, sexual, spiritual, and cultural assessment across the lifespan, emphasizing normal and abnormal finding differences & documentation.

NURS 533 Applied Pharmacotherapeutics in

Advanced Practice in Nursing (1)

Application of pharmacology principles to sub-specialty populations.

RETAIN, but revise credit hour to 1-2 *Only for 6 Advanced Practice Specialty Concentrations:

Acute Care Pediatric Nurse Practitioner, Primary Care Pediatric Nurse

Practitioner, Neonatal Nurse Practitioner, Family Psychiatric Mental Health Nurse Practitioner, Adult-Gerontology Acute Care Nurse Practitioner, Adult-Gerontology Primary Care Nurse Practitioner

NEW COURSE

NURS 534 Advanced Physiological Principles Across the Lifespan (2)

Advanced contemporary physiologic principles and their relevance to clinical practice across the lifespan.

NURS 535 Biological Basis of Disease (4) Provides a foundation

for clinical therapeutics through an understanding of biophysical mechanisms of disease. Basic concepts of pathological processes are examined with application to organ systems and across the lifespan.

REVISED COURSE

NURS 535 Advanced Pathophysiology Across the Lifespan (3)

Critical examination of the

pathophysiologic mechanisms of disease across the lifespan.

NURS 536 Physiologic Basis of Nursing Practice Across the Adult Lifespan (4)

4 hours. Advanced contemporary

physiologic principles and their

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relevance to clinical practice in the adult patient.

NURS 537 Pathophysiological Basis of Disease (3)

3 hours. Pathophysiologic

responses and risk behaviors that are linked to the leading causes of morbidity and mortality in the United States.

DELETE

DNP Practicum/Project NURS 560 Synthesis Project Development (4)

Students design a doctoral nursing practice project related to an aggregate of individuals/selected population of interest.

DELETE

NURS 561 Synthesis Project Implementation (4)

Students implement a doctoral nursing practice project related to an aggregate of individuals/selected population of interest.

DELETE

NURS 562 Synthesis Project Evaluation and Dissemination (4)

Students analyze and disseminate findings from the doctoral nursing practice project.

DELETE

NUPR 584 DNP Practicum I (4)

Individualized practicum experience that will expand clinical expertise and specialized knowledge in the selected advanced nursing practice specialty role

DELETE

NUPR 585 DNP Practicum II (4)

Individualized practicum experience that will expand clinical expertise and specialized knowledge in the selected advanced nursing practice specialty role.

DELETE

NEW COURSE

NURS 555 EBP 3: DNP Proposal Development for Translating Evidence to Practice (3)

Development of a DNP proposal that addresses a complex practice, process, or systems issue within the student’s field of expertise.

NEW COURSE

NUPR 556 EBP 4: Practicum for DNP Project Implementation, Evaluation, & Dissemination (4)

DNP Project implementation, evaluation, and dissemination in a practice or system

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setting in the student’s field of expertise.

NEW COURSE

NUPR 557 DNP Practicum (4)

Individualized practicum focused on leadership, interprofessional

collaboration, systems, and policy in the Doctor of Nursing Practice role.

2.

Changes to the MSN to DNP curriculum, including changes in the core courses, the elimination of required electives, and a reduction in required hours.

Currently, the DNP requires a minimum of 90 post-baccalaureate semester hours. Students who have a master’s degree or its equivalent may be granted 45 hours towards the DNP if approved by the Director of Graduate Studies. Students then complete the remaining 45 hours (or more

depending on the specialty concentration) to fulfil the degree requirements. At present, the 45 required hours are comprised of 25 hours of core practice competency courses (EPID 400 or 403; BHIS 510; NURS 550, 551, 552, 553, and 554; and 3 hours of graduate-level electives) and 20 hours of project/practicum coursework.

As the revised DNP will require a minimum of 60 post-baccalaureate semester hours, the number of post-master’s credits required for degree completion will also be reduced. Students who have earned an appropriate graduate degree will be required to complete at least 39 credits. Students with an MS in Nursing with a documented specialty will complete 21-28 hours of core practice courses (generally 9 of 10 revised DNP core courses: NURS 511, 516, 517, 518, 519, 540, 541, 542, 553) and 11 hours of

practicum/project courses (NURS 555, NUPR 556, 557). The elective requirement will be eliminated. Credit may be awarded for relevant coursework completed at UIC or another accredited institution up to 7 credits. Any credit awarded will be granted on an individual basis following review by the CON Graduate Admissions and Standards Committee and approval of the CON Director of Graduate Studies.

Post-master’s students who do not have a graduate specialty concentration or are pursuing a different specialty must complete 21-28 hours of core practice courses (generally 9 of 10 revised DNP core courses: NURS 511, 516, 517, 518, 519, 540, 541, 542, 553), 11 hours of practicum/project courses (NURS 555, NUPR 556, 557), 12-14 hours of the clinical science core if not previously completed, and the specialty concentration

requirements as outlined within the Catalog Statement below (an additional 21-43 hours). Credit may be awarded for relevant coursework completed at UIC or another accredited institution. Any credit awarded will be granted on an individual basis following review by the CON Graduate Admissions and Standards Committee and approval of the CON Director of Graduate Studies.

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3.

Changes to the 16 existing specialty concentrations, which will result in a new total of 12 specialty concentrations.

The table below provides a visual overview of the current concentration structure within the DNP. The first column contains all current

concentrations. Changes to existing specialty concentrations are noted in the second column. Given that the DNP core courses and practicum/project courses will change, and elective requirement eliminated, all of the 12 remaining specialty concentrations will be revised.

Table 2. DNP Concentrations: Current and Proposed

Adult-Gerontology Acute Care Nurse Practitioner

Revise:

Core, Specialty Courses Adult-Gerontology Primary Care Nurse

Practitioner

Revise: Core

Advanced Community Health Nurse Rename as Advanced Population Health Nursing and Revise: Core, Specialty Courses

Family Nurse Practitioner Revise:

Core, Specialty Courses Family Psychiatric-Mental Health Nurse

Practitioner

Revise: Core Neonatal Nurse Practitioner Revise:

Core, Specialty Courses

Nurse Midwifery Revise:

Core, Specialty Courses Nurse Midwifery/Women’s Health

Nurse Practitioner

Revise:

Core, Specialty Courses Occupational Health /Advanced

Community Health Nurse

Eliminate Occupational Health/Family Nurse

Practitioner

Eliminate Pediatric Clincial Nurse Specialist Eliminate

Pediatric Nurse Practitioner Reorganize as concentrations in Primary Care Pediatric Nurse

Practitioner and Acute Care Pediatric Nurse Practitioner; and

Revise: Core, Specialty Courses Perinatal Clincial Nurse Specialist Eliminate

School/Family Nurse Practitioner Eliminate Women’s Health Nurse Practitioner Revise:

Core, Specialty Courses Executive Nursing Leadership (MSN to

DNP only)

Rename as the Health Systems Leadership and Informatics (open to BSN to DNP and MSN to DNP) and Revise: Core, Specialty Courses

3a. Five concentrations will be eliminated due to low enrollment and changes in market trends/demands: Occupational Health /Advanced Community Health Nurse, Occupational Health/Family Nurse

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Practitioner, Pediatric Clincial Nurse Specialist, Perinatal Clincial Nurse Specialist, and School/Family Nurse Practitioner.

3b. Rename and revise the Advanced Community Health Nurse

concentration as the Advanced Population Health Nursing concentration; In addition to the renaming of the concentration, the core has been revised

as part of the revisions to the DNP (see Table 1). In addition, the

specialty courses are being revised. See Table 3 below for a

comparison of the current and proposed specialty courses for the

concentration.

Table 3. Current ACHN Concentration and Proposed APHN Concentration Specialty Courses

CURRENT: ADVANCED

COMMUNITY HEALTH NURSE (35 hours)

NEW: ADVANCED POPULATION HEALTH NURSING (32 hours)

NUSP 504 Healthcare Human Resources Management (3)

Focuses on the development of a strategic human resource plan to support the mission of the health care organization. Current human resources management and

organizational performance research findings are explored.

DELETE

NUSP 505 Nursing Systems Operations Management (3)

Addresses nursing systems operations management of health services. Examines the managerial role at individual, program, work unit, department, and organizational levels. Includes focus on interaction of the organization and environment.

DELETE

NUSP 509 Population-Focused Assessment (3)

Explores population-focused assessment in community and integrated healthcare systems emphasizing the application of assessment models used in health service delivery and market analysis.

DELETE

NUSP 511 Planning and Evaluation for Advanced Nursing Practice (3)

Explores strategic and program planning applications. Focuses on evaluation as a measurement of quality, performance, and impact of health services. Emphasizes

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interdisciplinary perspective and addresses integrated quality improvement systems.

NUSP 588 Intermediate Epidemiology for Advanced Nursing Practice (3)

Provides intermediate level

knowledge and skills in epidemiology for nurses and other public health practitioners. Addresses threats to validity and other issues of

interpretation of designs.

DELETE

NUSP 589 Grant Writing for Health Care Services (3)

Focuses on developing knowledge and application skills needed for successful health service programmatic grant writing.

DELETE

NUSP 591 Issues in Population Focused Nursing (2)

Provides introduction to leadership in population-focused nursing:

philosophy, theory, roles,

competencies, and interventions.

DELETE

NUPR 592 Practicum in Population-Focused Nursing Interventions (2)

Advanced nursing practice experiences to develop beginning competency in the design and implementation of evidence-based interventions with populations and aggregates.

DELETE

6 hours of selectives in the area of specialization

ELIMINATE

4 hours of electives ELIMINATE

EOHS 400 Principles of

Environmental Health Science (3)

Environmental influences on health: population, food, energy; community hygiene and injury control;

solid/hazardous wastes, air and water pollution, radiation; industrial hygiene and occupational health.

RETAIN

EXISTING COURSE BSTT 400 Biostatistics (4)

Descriptive statistics, basic probability concepts, one- and two-sample statistical inference, analysis of variance, and simple linear regression. Introduction to statistical data analysis software

.

EXISTING COURSE

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Introduction to descriptive and analytic epidemiology, determinants of health and disease in populations, and application of epidemiologic methods to disease control; includes use of basic epidemiologic software.

NEW COURSE

NUSP 592 Issues in Advanced Population Health Nursing (3)

A comprehensive overview and critical appraisal of the role of the advanced population health nurse. Includes and emphasis on the systems, historical, political, regulatory and professional influences on advanced population health nursing.

NEW COURSE

NUPR 594 Leadership in Population Health Nursing Clinical (3)

Advanced nursing practice leadership experiences within community and population health.

NEW COURSE

NUPR 595 Clinical Option: Population Health Nursing (4)

Advanced nursing practice experiences within community and population health

subspecialty areas (Public health informatics, public health health policy, school health, economics,

epidemiology, Maternal-Child Health, etc).

NEW COURSE

NUPR 596 Partnering with Populations and Health Assessment (4)

Focuses on advanced population assessment models, tools and skills to accurately assess population health and identify gaps in community health care capacity in partnership with community stakeholders.

NEW COURSE

NUPR 597 Advanced Population Health Interventions and Program Planning (4)

Develops comprehensive advanced program planning and implementation competencies for populations,

communities and health systems in partnership with community

stakeholders.

NEW COURSE

NUPR 598 Advanced Population Health Program Evaluation and Policy (4)

Develops competencies in

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evaluation for communities and health systems in partnership with community stakeholders.

3c. Rename and revise the Executive Nursing Leadership concentration as the Health Systems Leadership and Informatics concentration;

The Executive Nurse Leadership concentration was designed for a select group of master’s prepared nurses (i.e., a subset of those entering the DNP having already completed an MS degree and experienced as nurse

administrators). In order to make available a leadership specialty for all DNP students (those entering post-baccalaureate or post-masters) pursuing administrative roles, the CON proposes to rename the existing concentration as a concentration in Health Systems Leadership and Informatics.

In addition to the renaming of the concentration, the core courses have been revised as part of the revisions to the DNP (see Table 1). Further, the

specialty courses are being revised. See Table 4 below for a comparison of the current and proposed specialty courses for the concentration.

Table 4. Current ENL Concentration and Proposed HSLI Concentration Specialty Courses

CURRENT: EXECUTIVE NURSING LEADERSHIP (32-35 hours)

PROPOSED: HEALTH SYSTEMS LEADERSHIP AND INFORMATICS (30 hours)

EPID 400 Principles of Epidemiology (3)

Introduction to descriptive and analytic epidemiology, determinants of health and disease in populations, and application of epidemiologic methods to disease control; includes use of basic epidemiologic software.

OR

EPID 403 Introduction to Epidemiology:

Principles and Methods (3)

Introduction to descriptive and analytic epidemiology, and

determinants of health and disease in populations. Measures of

occurrence, association and statistical testing will be addressed, along with study designs, bias and confounding.

DELETE

NURS 550 Evidence-Based Practice (3)

Application of evidence-based practice to healthcare delivery

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systems and clinical issues. Emphasizes the integration of retrieved evidence with client preferences in order to design and evaluate best practices.

NURS 552 Advanced Nursing Leadership Concepts (3)

Emphasizes leadership in direct care and systems-focused advanced nursing practice roles. Focuses on synthesis of theoretical leadership concepts with personal/professional values and working with multiple disciplines and multiple

constituencies

DELETE

NURS 554 Translating Evidence into Practice (3)

In this course, the student develops competencies in effectively utilizing methods and measures for

translating evidence to clinical practice

DELETE

NUSP 580 Leadership Reflections: Building a Personal Map (2)

Reflective practice experience focuses learners to identify personal leadership styles and develop personal leadership growth plans.

DELETE

NUSP 581 Collaboration for

Strategic Financial Management in Healthcare (3)

Builds on basic financial

management skills to prepare the learner to synthesize financial theories and concepts in order to apply knowledge to strategic decision making

DELETE

NUSP 582 Ethical Leadership in Providing Healthcare (2)

Provides an opportunity for the student to analyze and critique current ethical issues impacting nurse leaders and formulate a personal ethics code

DELETE

NUSP 583 Transforming the Healthcare Organization (3)

Builds on concepts from strategic management to provide a framework for the learner's synthesis project. Applications include: project management, strategic planning, change management processes applied in a transdisciplinary manner.

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NUSP 584 Systems Approach to Healthcare Quality and Safety (3)

Focuses on the critical review of current quality and safety guidelines and systems impacting healthcare agencies.

DELETE

NUSP 585 Seminar in Nursing Executive Leadership (1 to 3)

Specific topics as announced each semester. In-depth study of selected current topics in executive leadership for nurse leaders. May be repeated.

DELETE

5 hours of graduate level electives (may include additional hours of NUSP 585)

ELIMINATE

NEW COURSE

NUSP 540 Nursing Administration Models, Policies, and Governance (3)

Focuses on identifying and matching one’s own personal talents and aspirations to an administrative career path that actively supports the continuous improvement of nursing, health care, and health care system and outcomes.

NEW COURSE

NUSP 541 Strategic Planning and Operations Management (3)

Focuses on applying the principles and techniques for effective strategic and operations management to traditional and entrepreneurial health and nursing initiatives. NEW COURSE

NUSP 542 Financial Management and Budget Planning (3)

Focuses on the planning, implementation, and evaluation of the financial viability of health care programs and entrepreneurial initiatives and the tools to support the analysis. NEW COURSE

NUSP 543 Human Resources and Org Behavior (3)

Focuses on the development of a strategic human resource plan to support the mission of the health care organization which reflects the organizational behavior factors that influence it.

NEW COURSE

NUSP 544 Leading the Transformation of Health Care and Systems (3)

Focuses on leadership, negotiation, and strategies at the Corporate-suite (C-suite) level and beyond that will transform health care initiatives within health care systems.

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NEW COURSE

NUPR 506 Data Driven Health Care Improvement (Informatics III) (3)

Focuses on sources and features of health care data that influence the quality, safety, and ease of use for improving health care; storage, security, privacy, database architecture, accessing, cleaning, transforming, analyzing, and visualizing. EXISTING COURSE

HPA 403 U.S. Health Care System (3)

Overview of the U.S. healthcare system, including its evolut patterns, providers - human, institutional and organizational regulating, evaluating, and reforming.

EXISTING COURSE

HPA 451 Health Care Finance (3)

Examines practical aspects of finance in health care and recent developments in financial manageent of health care

organizations, and applications of financial management techniques to specific problems facing health care managers.

EXISTING COURSE

HPA 463 Managerial Health Economics (3)

Uses managerial economics to study health care system: demand for medical services; role of health insurance; productivity/cost measurement; labor markets and

competition.

EXISTING COURSE

HPA 525 Population-Based Healthcare Services Planning (3)

Examines the roles that health care delivery organizations can play, and methodologies used, in developing programs specific to the needs of the community they serve.

3d. Revise the core and specialty courses in eight concentrtaions: Adult-Gerontology Acute Care Nurse Practitioner, Adult-Adult-Gerontology Primary Care Nurse Practitioner, Family Nurse Practitioner, Family Psychiatric-Mental Health Nurse Practitioner, Neonatal Nurse Practitioner, Nurse Midwifery, Women’s Health Nurse Practitioner, Nurse

Midwifery/Women’s Health Nurse Practitioner concentrations; and eliminate the elective requirement for the specialty concentrations. Adult-Gerontology Acute Care Nurse Practitioner

The core courses have been revised as part of the revisions to the DNP

(see Table 1). However, the specialty courses (NUSP 534 and 535;

NUPR 539, 540, and 541) will remain the same. The only revision

unique to the concentration is the elimination of 3 hours of electives.

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The concentration will have 21 hours.

Adult-Gerontology Primary Care Nurse Practitioner

(see Table 1). However, the specialty courses (NUSP 534 and 535;

NUPR 539, 540, and 541will remain the same with one change.

NUPR 542, the fourth course in a sequence of nurse practitioner

practicum courses that focuses on the management of health and

illness and adults, will be eliminated. It was determined that 15 total

hours of practicum was more than sufficient to prepare students. This

brings the requirements of the Adult-Gerontology Primary Care NP

concentration in line with the requirements of the Acute Care NP

concentration. The two concentrations now share the same required

courses. But students focus their practicum experiences to focus on

the distincitions between acute and primary care. The concentration

will have 21 hours.

Family Nurse Practitioner

(see Table 1). In addition, the specialty courses are being revised. See

Table 5 below for a comparison of the current and proposed specialty

courses for the concentration. The concentration will have 25 hours.

Table 5. Family Nurse Practitioner Concentration

Current Family Nurse Practitioner Specialty Courses (29 hours)

Proposed Family Nurse Practitioner Specialty Courses (25 hours)

NUSP 515 Health Management in Primary Care I (3)

First of a three-course sequence in evidence-based health promotion, health maintenance, and health restoration using a lifespan developmental framework. Emphasizes wellness care.

RETAIN

NUSP 516 Health Management in Primary Care II (3)

Second in a three-course sequence in evidence-based health promotion, health maintenance, and health restoration using a lifespan developmental framework. Emphasizes common acute and chronic health problems.

RETAIN

NUSP 517 Health Management in Primary Care III (3)

Last in a three-course sequence in evidence-based health promotion, health maintenance, and health

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restoration using a lifespan developmental framework.

Emphasizes common chronic health problems and co-morbidities.

NUSP 518 Population-Focused Interventions in Primary Care (2)

Population-focused assessment, program planning, and evaluation of interventions for community-based health care providers.

DELETE

NUSP 590 Family-Focused Health Management in Primary Care (3)

Assessment and management of common behavioral, lifestyle, and life cycle issues in primary care using a family-focused approach.

RETAIN

NUPR 521 Clinical Practice in Primary Care I (3)

Practicum emphasizing evidence-based clinical practice, including data-gathering, differential diagnosis, health promotion, disease

prevention, and management of common health problems across the lifespan.

RETAIN

NUPR 522 Clinical Practice in Primary Care II (2)

Practicum emphasizing evidence-based clinical practice, including data-gathering, differential diagnosis, health promotion, disease

prevention, and management of common health problems across the lifespan.

REVISE

NUPR 522, Clinical Practice in Primary Care II (5)

Practicum emphasizing evidence-based clinical practice, including data-gathering, differential diagnosis, health promotion, disease prevention, and management of common to complex health problems across the lifespan.

NUPR 523 Advanced Clinical Practice in Primary Care (4)

Practicum emphasizing evidence-based clinical evaluation, differential diagnosis, health promotion, disease prevention, and management of common to complex health problems across the lifespan.

REVISE

NUPR 523 Advanced Clinical Practice in Primary Care (5)

Practicum emphasizing evidence-based clinical evaluation, differential diagnosis, health promotion, disease prevention, and management of common to complex health problems and comorbidities across the lifespan.

NUPR 524 Advanced Clinical Practice in Primary Care II (5)

Practicum emphasizing evidence-based clinical evaluation, differential diagnosis, health promotion, disease prevention, and management of common to complex health problems and co-morbidities across the lifespan.

(23)

NUPR 528 Practicum in

Population-Focused Interventions in Primary Care (1)

Supervised practicum experience in population-focused assessment, program planning, and evaluation.

DELETE

Family Psychiatric-Mental Health Nurse Practitioner

The clinical core courses have been revised as part of the revisions to the

DNP (see Table 1). However, the specialty courses (NUSP 525, 526,

527, 528 and 529; NUPR 531, 532 and 533) will remain the same. The

concentration will have 29 hours.

Neonatal Nurse Practitioner

(see Table 1). In addition, the specialty courses are being revised. See

Table 6 below for a comparison of the current and proposed specialty

courses for the concentration. The concentration will have 28 hours.

Table 6. Neonatal Nurse Practitioner Concentration Current Neonatal Nurse

Practitioner Specialty Courses (15-22 hours)

Proposed Neonatal Nurse Practitioner Specialty Courses (28 hours)

NUSP 549 Biological Basis for Women's Health and Perinatal Nursing II

(1-2) The anatomy, physiology, and

genetics of conception, embryonic development, and fetal and neonatal growth and development as the biological basis for women's health and perinatal nursing.

RETAIN

Note: Students in the concentration will take the course for 2 hours.

NUSP 558 Advanced Parent-Infant Nursing (2-3) Examines the process

of parenting in low-risk and at-risk populations, and health status and behavior of the neonate.

DELETE

NUSP 560 Advanced Neonatal Management I: The High Risk Neonate (3)

Focuses on unique nursing care and neurodevelopmental needs and vulnerabilities of high-risk infants emphasizing patient and family centered care interventions that enhance development and outcomes.

REVISE

NUSP 560 Advanced Neonatal

Management I: The High Risk Neonate (3)

Focuses on unique nursing care and neurodevelopmental needs and vulnerabilities of high-risk infants

emphasizing patient and family centered care interventions that enhance

development and outcomes. NUSP 561 Advanced Neonatal

Management II: The Acutely Ill Infant (3) Focuses on the

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assessment, stabilization, and theoretical management of acutely ill infants for common problems associated with prematurity emphasizing a patient and family centered care approach.

NUSP 562 Advanced Neonatal Management III: The Gravely Ill Infant (3)

Focuses on complex disturbances, alterations, and multi-organ

interactions of the cardiopulmonary, neuromuscular, neurosurgical, renal, gastrointestinal systems emphasizing a patient and family centered care approach.

RETAIN

NUSP 563 Essentials of Patient and Family Centered Care (2)

Analysis of theoretical and research components of socio-culturally appropriate patient and family centered care and its impact on patients, families, and health delivery.

RETAIN

NUPR 574 Advanced Neonatal Nurse Clinical Practicum (1-6)

Assessment, stabilization, and management of infants with common problems or complex disturbances, alterations, and multi-organ

dysfunction and their unique neurodevelopmental needs and vulnerabilities emphasizing patient and family centered care.

RETAIN

Note: Students in the concentration will Repeat the course earning a total of 15 hours.

Nurse Midwifery

The core courses have been revised as part of the revisions to the DNP (see Table 1). In addition, the specialty courses are being revised. See Table 7 below for a comparison of the current and proposed specialty courses for the concentration. The concentration will have 36 hours.

Table 7. Nurse Midwifery Concentration Current Nurse Widwifery Specialty

Courses (24-40 hours)

Proposed Nurse Widwifery Specialty Courses (36 hours)

NUSP 548 Biological Basis for Women's Health and Perinatal Nursing I (2)

Focuses on the anatomy and physiology of reproductive function, pregnancy, parturition, the

puerperium and menopause as the

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biological basis for women's health and perinatal nursing

NUSP 549 Biological Basis for Women's Health and Perinatal Nursing II (1-2) The anatomy,

physiology, and genetics of

conception, embryonic development, and fetal and neonatal growth and development as the biological basis for women's health and perinatal nursing.

RETAIN

Note: Students in the concentration will take the course for 1 hour.

NUSP 550

Issues for Research and Practice in Women's Health (3) Analysis of

gender-related definitions of health and illness in theory issues and research evaluation criteria for women's health care practice are developed as a basis for research.

RETAIN

NUSP 555 Health Care of Women I (4) Health care of women through the

lifespan with an emphasis on health promotion and disease prevention, fertility control and pregnancy care.

RETAIN

NUSP 556 Health Care of Women II (4) Health care of women through the

lifespan with an emphasis on the parturition, the puerperium, and common health and pregnancy problems.

RETAIN.

NUSP 557 Health Care of Women III (4) Health care of women through

the lifespan with an emphasis on gynecolgic and primary care.

RETAIN

of parenting in low-risk and at-risk populations, and health status and behavior of the neonate.

DELETE

NUSP 559 Dimensions of Midwifery and Women's Health Practice (2) Examines the complex

functions and roles of women's healthcare providers.

RETAIN

NUPR 572 Health Care of Women (1-8) Clinical experiences to develop

nurse-midwifery and nurse practitioner competencies in the health care of women. May be repeated

RETAIN

Note: Students will be required to take NUPR 572 in multiple semesters for a total of 8 credits.

NUPR 573 Practicum: Birth and the Newborn (1-8) Clinical

experiences to develop beginning

RETAIN

Note: Students will be required to take NUPR 573 in multiple semesters for a

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competence in the nurse-midwifery care of women and their newborns during parturition. May be repeated.

total of 7 credits.

NEW NUPR 564 Assessment and Care of the Newborn (1)

Emphasizes the assessment of normal newborns and facilitates transition to extrauterine life.

Women’s Health Nurse Practitioner

(see Table 1). Specialty courses are not being revised, however

students will be required to take additional hours of NUPR 572. See

Table 8 below for a comparison of the current and proposed specialty

courses for the concentration. The concentration will have 35 hours.

Table 8. Women’s Health Nurse Practitioner Concentration

Current Women’s Health Nurse Practitioner Specialty Courses (21-29 hours)

Proposed Women’s Health Nurse Practitioner Specialty Courses (35 hours)

puerperium and menopause as the biological basis for women's health and perinatal nursing

RETAIN

Note: Students in the concentration will take the course for 1 hour.

NUSP 550

RETAIN

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RETAIN.

RETAIN

nurse-midwifery and nurse practitioner competencies in the health care of women. May be repeated.

RETAIN

Note: Students will be required to take NUPR 572 in multiple semesters totaling 15 hours.

Nurse Midwifery/Women’s Health Nurse Practitioner

(see Table 1). In addition, the specialty courses are being revised. See

Table 9 below for a comparison of the current and proposed specialty

courses for the concentration. The concentration will have 43 hours.

Table 9. Nurse Midwifery/Women’s Health Nurse Practitioner Concentration

Current Nurse Widwifery Specialty Courses (24-40 hours)

Proposed Nurse Widwifery Specialty Courses (43 hours)

puerperium and menopause as the biological basis for women's health and perinatal nursing

RETAIN

Note: Students in the concentration will take the course for 1 hour.

(28)

NUSP 550

RETAIN

of parenting in low-risk and at-risk populations, and health status and behavior of the neonate.

DELETE

RETAIN

nurse-midwifery and nurse practitioner competencies in the health care of women. May be repeated.

RETAIN

NUPR 573 Practicum: Birth and the Newborn (1-8) Clinical

experiences to develop beginning competence in the nurse-midwifery care of women and their newborns during parturition. May be repeated.

RETAIN

NEW NUPR 564 Assessment and Care of the Newborn (1)

Emphasizes the assessment of normal newborns and facilitates transition to extrauterine life.

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3e. Reorganize the Pediatric Nurse Practitioner concentration as two concentrations (Primary Care Pediatric Nurse Practitioner and Acute Care Pediatric Nurse Practitioner).

The current Pediatric Nurse Practitioner (PNP) specialty concentration prepares individuals in the care of children across health settings but

primarily for practice outside of hospitals. As the healthcare needs of children have become more complex, students need formal preparation to care for children in acute settings, meet regulatory and certification requirements for this scope of practice, and to be eligible for employment in hospitals. Therefore the PNP specialty concentration will be revised to offer both a primary and acute care focus, especially in the practicum courses.

Currently there are three practica in the primary care PNP program with very similar objectives. These courses will be eliminated. Two new courses have been developed that focus on 1) health maintenance and common acute illness and 2) the management of stable chronic conditions. Both primary and acute PNP students will take these courses but the number of credit hours will vary. A third practicum course focusing on critical illness has been developed for acute care students. Guidelines published by the Associated Faculty of Pediatric Nurse Practitioner Programs will be used to determine the distribution of credit hours. Because there is seasonality in pediatric practice, this approach provides the broadest and most rich clinical

experiences. Because accreditation requires the specialty concentration with its population to appear on students’ transcripts, we have changed the title of the program to reflect the separate foci of primary and acute care. The proposed curriculum changes for the specialty courses is presented in Table 10.

Acute and Primary Pediatric Nurse Practitioner (PNP)

The curriculum for the Acute Pediatric Nurse Practitioner and Primary Care Pediatric Nurse Practitioner concentration consists of the following specialty courses:

Primary Care PNP Specialty Courses: NUSP 553, 554; NUPR 551, 552 (23 hours)

Acute Care PNP Specialty Courses: NUSP 553, 554, 564; NUPR 551, 552, 553 (33 hours)

Table 10. Acute and Primary Pediatric Nurse Practitioner Concentrations

Current Pediatric Nurse

Practitioner Specialty Courses (15-28 hours)

Proposed Acute Pediatric NP Specialty Courses (33 hours) and

Primary Pediatric NP Specialty Courses (23 hours)

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NUSP 553 Advanced Nursing Care of the Well Infant, Child and Adolescent (3)

Emphasizes prevention, health promotion and maintenance for all childhood age groups through teaching, counseling, guidance and support of children and their families.

REVISE

NUSP 553 Primary Care of the Infant, Child, and Adolescent (4)

Emphasizes management of healthy newborns and health maintenance for all childhood age groups.

Note: Required for both concentrations NUSP 554 Primary Care

Management of Acute/Chronic Conditions in Childhood (3)

Emphasizes clinical decision making and management of acute episodic illnesses and stable chronic illnesses commonly encountered in pediatric ambulatory health care settings.

REVISE

NUSP 554 Management of Acute and Chronic Conditions in Infants, Children, Adolescents, and Young Adults (3)

Emphasizes management of common acute episodic illness as well as selected stable chronic illness.

Note: Required for both concentrations NUSP 558 Advanced Parent-Infant

Nursing (2-3)

Examines the process of parenting in low-risk and at-risk populations, and health status and behavior of the neonate.

DELETE

NUPR 566 Practicum in Advanced Pediatric Primary Care I (1-5)

Emphasizes clinical experiences in prevention, health promotion and maintenance through teaching, counseling, guidance and support of children and their families. May be repeated.

DELETE

NUPR 567 Practicum in Advanced Pediatric Primary Care II (1-5)

Emphasizes clinical experiences and management of acute episodic and stable chronic illnesses commonly encountered in pediatric ambulatory health care settings. May be

repeated.

DELETE

NUPR 568 Practicum in Advanced Pediatric Primary Care III (1-5)

Emphasizes clinical experiences that integrate prevention, health

promotion and maintenance, and clinical management of acute episodic and stable chronic illnesses commonly encountered in pediatric ambulatory health care settings. May be repeated.

DELETE

4 hours of graduate level electives DELETE

NEW NUSP 564 Management of infants, children, adolescents, young adults with

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complex, acute, & critical illness (4)

Emphasizes management of children with urgent and emergent health problems Note: Required for Acute Care only

NEW NUPR 551 Practicum: Health maintenance & management of common acute illness in the infant, child, adolescent (1-8)

Students apply current knowledge in providing care to infants, children, adolescents/young adults in a variety of primary care settings including school based clinics, community clinics, pediatric

practices. There is an emphasis on underserved.

Note: Required for both concentrations; Students complete 8 hours.

NEW NUPR 552 Practicum: Management of Infant, Child, Adolescent/Young Adult with Chronic Illness (1-8)

Students apply current knowledge in providing care to infants, children, adolescents/young adults in a variety of primary care, chronic care, and selected acute care settings.

Note: Required for both concentrations; Students complete 8 hours.

NEW

NUPR 553 Practicum in the Care of the Critically Ill Child (1-6)

Application of knowledge as an acute care pediatric nurse practitioner providing care for children with complex, emergent, acute, and critical illness. Focus is on clinical management of infants, children and adolescents/young adults

in acute settings.

Note: Required for Acute Care only Students complete 6 hours.

Summary

Based on the changes above, the following (Table 11) reflects a summary of the total number of current and proposed credits required for the

post-baccalaureate DNP program by specialty concentration. Table 11. DNP Credit Comparison by Specialty

Specialty Concentration with Core, Clinical Core, and Project/Practicum Hours

Current Credits

Proposed Credits Acute Care Pediatric Nurse Practitioner N/A 88

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Adult-Gerontology Acute Care Nurse Practitioner 90 77 Adult-Gerontology Primary Care Nurse Practitioner 90 77 Advanced Population Health Nursing 53-57 67

Family Nurse Practitioner 92 79

Family Psychiatric Mental-Health Nurse Practitioner 96 84

Health Systems Leadership and Informatics 81 63

Neonatal Nurse Practitioner 95 83

Nurse Midwifery 98 87

Nurse Midwifery/ Women’s Health Nurse Practitioner 106 94 Primary Care Pediatric Nurse Practitioner 90 78

Women’s Health Nurse Practitioner 96 86

The CON recognizes that the proposed changes will result in numerous administrative changes at the university-level. The College will work closely with the UIC Admissions Office, the Office of Programs and Academic Assessment, Registration and Records, the Graduate College, and others to ensure a successful transition.

Justification: The Doctor of Nursing Practice (DNP) degree is the professional doctorate for students who are seeking a terminal degree in clinical practice. It reflects the nursing profession’s response to its social mandate to prepare individuals to meet the healthcare needs of society. The DNP degree has been formally classified as practice-focused program by the Integrated Postsecondary Education Data System (IPEDS) since 2010. The DNP is assigned to the Classification of Instruction Program [CIP] Code 51.3818, which is defined as,

A practice-focused program that prepares registered nurses for increasingly complex evidence-based nursing practice, including translating research into practice, evaluating evidence, applying research in decision-making, and implementing viable clinical innovations to change practice. Includes instruction in healthcare delivery systems, health economics and finance, health policy, research methods, translating evidence into practice, concepts in population health, and nursing leadership.

See http://nces.ed.gov/ipeds/cipcode/cipdetail.aspx?y=55&cip=51.3818). Within the university, similar advanced clinical programs, such as the Doctor of Public Health (DrPH), are considered professional degree programs as their emphasis is on specialized application of advanced, evidence-based practice, versus on the development of scholars who will produce new research findings in a specific field.

Several seminal documents call for the need to transform healthcare by increasing the educational preparation of nurses. In particular, the Institute of Medicine’s report on the Future of Nursing identified key recommendations and goals that include the need to double the number of nurses with

doctorates by 2020. Yet it was also recognized that there were disincentives for professional nurses from advancing their education. Often the structure of the teaching/learning environment and curriculum is preceived as prohibitive.