A Roadmap for the Restructure of a Doctor of Nursing Practice Program Aligning with the 2021 Essentials with the Integration of Ethical Use of Artificial Intelligence

Background: Due to the evolution of nursing practice and the development of the 2021 AACN Domains and Essentials, the doctor of nurse practice (DNP) program faculty restructured the DNP program to align and functionalize competency-based education utilizing the toolkits, essentials, domains, and sub-competencies. The goal was to restructure the program to facilitate measurable outcomes by using the level two sub-competencies from the ten AACN domains within the infrastructure of the DNP program. The outcome was to ensure transition of knowledge, demonstration of actualization of the core level of evidence-based practice translated to person-centered care, and synergy within the environment, analyzing systematic development of not only infrastructure but also incorporation of policy and guideline development, to enhance equity of care across populations.

Development of community partners was critical to the actualization of project development, which enhanced transcendence of change at all levels of health care. The DNP program infrastructure was evaluated with the plan for all coursework to culminate in goals of leadership innovation and strength, practice change, enhancement of the art of nursing, demonstration of competence, and maximization of time in coursework to consolidate deliverables to manifest through project evolution and course outcomes. The course objectives were closely aligned with the program outcomes to ensure the course sequence was clear, concise, and solidified into ten courses within the 30-unit program.

Process: DNP faculty developed global course learning outcomes (CLOs) that would demonstrate competence through actualizing the level two sub-competency from the AACN domains – project implementation which focused on the social determinants of health (SDoH) and ethical use of artificial intelligence while managing person-centered care to enhance equity and individualized focused goals of care, such as maintaining mobility to demonstrate independence through aging. Each sub-competency was built into the evolution of the courses with scaffolding throughout the entire program. This was demonstrated through module objectives and measurable deliverables. Through the entire program, the syllabi were updated to clearly reflect a competency-based curriculum.

Results: Project development, implementation, and program completion have transcended from an on-time project completion of 40% to timely completion of DNP program > 95%. The courses are being delivered with outcome assignments that are all mapped to sub-competencies and build the project synchronously throughout the program. We recognize mapping is never done, and through the evolution and information learned from the project outcomes, there will be continuous evaluation to be sure the program continues to evolve with ongoing current, relevant, and new knowledge to align with our DNP, post-BSN, and early entry programs, demonstrating clearly our program learning outcomes (PLOs) and institutional learning outcomes (ILOs).

Recommendations: Developing a competency-based curriculum that is mapped to the 2021 AACN Essentials requires adaptive leadership and strong teamwork along with a structured process. This ongoing process will continue to evolve to prepare our nurses today to be our leaders tomorrow.