Curriculum and teaching methodologies that effectively refine DNP students' project proposals.

BACKGROUND: Despite early and continuing development of guidelines and frameworks by scholars and others, including AACN, to streamline the DNP project process, incorporation of DNP project resources into educational practice remains impeded. PURPOSE: To share a curricular innovation and specific teaching methodologies aimed at refining DNP students' project proposals. METHODS: Faculty developed a new DNP project proposal course utilizing low stakes writing assignments with feedback to elevate student learning and performance. RESULTS: Midterm evaluation allowed students to provide feedback and faculty to make course or assignments changes. End-of-course evaluation score showed the new course was above the overall college mean. The new course was associated with an increased number of successful DNP project defenses over previous methods. CONCLUSION: Implementing a structured DNP project proposal course is a successful and sustainable strategy and results in a streamlined approach and a more manageable pathway to complete DNP projects.

Recommendations for evolving a doctor of nursing practice program.

As Doctor of Nursing Practice (DNP) programs have evolved within the nursing profession and nursing academia over the last 20 years, pedagogy and curriculum in DNP education have also continued to evolve. Educational innovation requires continuous assessment to ensure quality and efficacy are maintained. Using the Knowledge to Action (KTA) framework, we adapted the knowledge regarding best practices in a DNP program to fit our College of Nursing needs, our community of learners, and sustain this process improvement by implementing programmatic changes that enhanced the quality and rigor of the DNP program. A newly formed task force identified barriers and opportunities including lack of DNP-prepared faculty, changes needed to the scholarly project paper, revision of the DNP curricula, and a need for a mentor group model to replace the traditional committee structure. Recommendations to strengthen DNP programs include choosing a process model or framework to serve as a guideline for program evaluation and improvement, create a faculty-led task force that continuously monitors program elements, and conduct annual mini retreats to facilitate faculty discussion and review of program elements.

The Cultural Perceptions of Healthy Eating in Mexican American Children: A Focused Ethnography.

Introduction: Obesity in Mexican American children is reaching epidemic proportions. Improved understanding of children's healthy eating perceptions in culturally diverse populations is needed. The purpose was to describe the meanings and experiences associated with healthy eating from the perspective of Mexican American children. Methodology: The design was a focused ethnography. Midwestern children, aged 11 to 13 years, were interviewed in home and school settings. Leininger's four phases of qualitative data analysis was used to analyze data. Parental consent/child assent was obtained. Results: Twenty-one children were interviewed. Two themes emerged: (a) Mexican American children connect healthy eating with familiar foods in the context of their ethnic culture; and (b) foods that provide feelings of happiness and well-being are associated with healthy eating. Discussion: This study provides a clear understanding of the meaning and perceptions of healthy eating from the perspective of Mexican American children and offers data to promote culturally congruent care.

Tipping Point: Integrating Social Determinants of Health Concepts in a College of Nursing.

BACKGROUND: State health rankings, national nursing education reform, and increasing awareness of social injustices propelled a college of nursing to transform its strategic plan, infrastructure, and curriculum. The prevalence of social determinants of health (SDOH) in South Carolina indicates a need for the state's health workforce to understand the impact of SDOH and recognize strategies to address and ameliorate SDOH. With the paradigmatic integration of diversity, equity, and inclusion in nursing education, there is a need for programmatic and curricular integration of SDOH to increase awareness, foster understanding, and transform perspectives among nursing faculty, staff, and students. METHOD: Institutional changes were made to improve inclusive excellence, and the evolutionary process is described. RESULTS: SDOH-rich resources and experiential learning have been integrated across a college of nursing. CONCLUSION: This journey is ongoing and essential for preparing nurses to advance patient advocacy, health equity, and social justice for diverse populations. [J Nurs Educ. 2021;60(12):703-706.].