Creating a Seamless Academic Progression from Undergraduate to Graduate Education in Nursing Public Deposited

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In 2011, the Institute of Medicine (IOM) recognized an impending nursing workforce shortage and called on nursing educators to create pathways to promote innovative nursing education. This project was designed to respond to that call by creating a nursing education program that seamlessly progresses students from an undergraduate level of nursing education to the graduate level with a focus on nursing leadership. Research shows that the Academic Progression in Nursing Initiative, started in 2014, identified four pathways to aid in student matriculation: RN to BSN degrees conferred at the community college level, accelerated program options, competency or outcomes-based curriculum, and shared curriculum (Farmer, Gerardi, Thompson, & Hoffman, 2017). These four models were developed to push forward the agenda of seamless academic progression and they serve to meet different needs while having points of intersection. After reviewing the four pathways, this Doctor of Nursing Practice project selected the accelerated option, paired with shared curriculum, as the appropriate pathway to be implemented. The Knowledge to Action (KTA) theoretical framework was applied in the development of this program. The final product deliverables, included a curriculum map and cross walk table, outline a seamless academic program bridging undergraduate and graduate education with a focus on nursing leadership.

Author Publisher Identifier Keyword Date Type Rights Degree
  • Doctor of Nursing Practice
  • Doctor of Nursing Practice
  • Doctor of Nursing Practice
  • Goshen College-EMU DNP Consortium


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