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Essentials Revision Task Force

Update from the Essentials Revision Task Force

AACN’s Essentials Revision Task Force is moving ahead with its charge to update all three Essentials documents, which are used to ensure quality in nursing programs offered at the baccalaureate, master’s, and doctoral (DNP) levels. In an effort to better inform AACN’s membership about this important work, see resources below under the Progress to Date section. 

Overview

AACN has a long history of leadership in the establishment of the educational benchmarks and expected outcomes of baccalaureate and graduate nursing education programs. In keeping with this tradition, this task force is charged with the development of three separate but aligned documents that delineate the expected competencies of graduates of baccalaureate, master’s, and DNP programs as well as the essential curricular elements that are to be present in these programs. With the task force divided into three workgroups by degree type, the task force as a whole will:

1. Using the AACN Vision for Nursing Education Position Statement as a basis, identify how healthcare trends and expectations will influence nursing’s roles and practice within healthcare delivery for the next decade.

2. Assess the practice community’s expectations for nursing graduates.

3. Make recommendations on the Essential areas to be addressed; consider the use of the interprofessional domains of practice used by the APRN Common Doctoral Competencies work group.

4. Review and agree on common definitions for competence, competency, and competency framework.

5. Reach agreement among the task force members on format, process to reach consensus, and expectations for transition to competency-based education.

6. Align the competencies for baccalaureate, master’s and DNP education, ensuring that they are appropriately leveled and advance nursing practice across the healthcare system and continuum of care.

7. Develop recommendations and strategies for AACN and the full contingent of academic programs to disseminate and implement the new Essentials.

Progress to Date

March 2019: Below are links to various resources containing updates on the work of the Essentials Revision Task Force to date. 

Essentials Revision Leadership Team Members
Baccalaureate Essentials:

  AACN Staff Liaisons:

Jean Giddens, PhD, RN, Chair
Dean
Virginia Commonwealth University
School of Nursing
jgiddens@vcu.edu

Linda Caldwell DNSc, ANP-BC, Consultant
lindacaldwell19@gmail.com

Master’s Essentials:

Cynthia McCurren, PhD, RN, Chair
Dean
Grand Valley State University
Kirkhof College of Nursing
mccurrec@gvsu.edu


Nancy DeBasio, PhD, RN, Consultant
nodebasio@gmail.com

DNP Essentials:

John McFadden, PhD, CRNA, Chair
Dean
Barry University
Barry College of Nursing and Health Sciences
jmcfadden@barry.edu


Jean Bartels, PhD, RN, Consultant
jbartels@georgiasouthern.edu

          Joan Stanley, PhD, CRNP
Chief Academic Officer
(202) 463-6930 ext.  254
jstanley@aacnnursing.org

Rick García, PhD, RN
Director of Nursing Education
(202) 463-6930 ext. 251
rgarcia@aacnnursing.org 

Kathy McGuinn, MSN, RN
Director of Interprofessional Education and Practice Partnerships
(202) 463-6930 ext. 262
kmcguinn@aacnnursing.org

Jabari Cooper
Nursing Education Assistant
(202) 463-6930 ext. 250
jcooper@aacnnursing.org

Shirin Samimi-Farr
Project Coordinator
202-463-6930 ext. 229
ssamimifarr@aacnnursing.org

AACN Board Liaison:

Christie Shelton, PhD, RN,
Dean
Jacksonville State University
School of Health Professions & Wellness
cshelton@jsu.edu

Charge to Workgroups and Timeline

Baccalaureate Essentials
Master’s Essentials
DNP Essentials
Projected Timeline

Charge to the Workgroup on The Essentials of Baccalaureate Education for Entry Level Professional Nursing Practice

1. Using the AACN Vision for Nursing Education Position Statement as a basis, identify how healthcare trends and expectations will influence nursing’s roles and practice of the baccalaureate nursing graduate within healthcare delivery for the next decade.

2. Assess the practice community’s expectations for baccalaureate nursing graduates and how these may change over the next ten years. 

3. Considering AACN’s Vision for Nursing Education create a framework for baccalaureate nursing education and curriculum.

4. Develop recommendations for a finite set of competencies within each identified domain/Essential area of practice for all baccalaureate nursing graduates, including BSN, RN-BSN, and accelerated BSN; competencies must be measurable.

5. Describe a set of observable behaviors for each competency. 

6. Develop recommendations for the practice learning experiences necessary to assure that baccalaureate nursing graduates are prepared for safe and high-quality nursing practice, including the placement within the curriculum, types, and length.

7. Address the use of simulation in the curriculum for the preparation of baccalaureate nursing graduates. 

Baccalaureate Essentials Revision Workgroup Members:

                        Jean Giddens, PhD, RN, Chair 
Dean
Virginia Commonwealth University
School of Nursing
jgiddens@vcu.edu 
Marcella Rutherford, PhD, RN
Dean
Nova Southeastern University 
Ron and Kathy Assat College of Nursing 


Lori Escallier, PhD, RN
Dean
SUNY Downstate Medical Center
College of Nursing 
Martha Scheckel, PhD, RN 
Dean and Professor
Viterbo University
College of Nursing, Health, and Human Behavior 


Jacqueline Hill, PhD, RN
Dean
Southern University and A&M College
College of Nursing and Allied Health 
Casey Shillam, PhD, RN-BC 
Interim Dean
University of Portland 
School of Nursing 


Kristin Lee, MSN, RN
Clinical Assistant Professor
University of Missouri-Kansas City
School of Nursing and Health Studies 
Marge Wiggins, DNP, RN 
VP Patient Care
Maine Medical Center 


Kim Litwack, PhD, RN
Dean & Professor
University of WI – Milwaukee
College of Nursing 
Danuta Wojnar, PhD, RN
Associate Dean for Undergraduate Education
Seattle University 
College of Nursing  
Mary M. Morin, MSN, RN
Vice President
Sentara Medical Group/Sentara Occupational Health Services
                       Linda Caldwell, DNSc, ANP-BC, Consultant
lindacaldwell19@gmail.com  
 
 

 

Charge to the Workgroup on The Essentials of Master’s Education for Professional Nursing Practice

1. Using the AACN Vision for Nursing Education Position Statement as a basis, identify how healthcare trends and expectations will influence nursing’s roles and practice of the master’s nursing graduate within healthcare delivery for the next decade.

2. Assess the practice community’s expectations for master’s nursing graduates and how these may change over the next ten years. 

3. Considering AACN’s Vision for Nursing Education and recommendations for master’s entry into nursing programs, identify the competencies that differentiate the second-degree master’s graduate from the baccalaureate graduate.

4. Develop recommendations for a finite set of competencies within each identified domain/Essential area of practice for all master’s nursing graduates; competencies must be measurable. This should include all entry-level (second-degree) master’s nursing graduates as well as all post-baccalaureate master’s graduates.

5. Describe a set of observable behaviors for each competency. 

6. Develop recommendations for the practice learning experiences necessary to assure that master’s nursing graduates are prepared for safe and high-quality nursing practice, including the placement within the curriculum, types, and length.

7. Address the use of simulation in the curriculum for the preparation of master’s nursing graduates. 

Master's Essentials Revision Workgroup Members:

                               

Cynthia McCurren, PhD, RN Chair
Dean
Grand Valley State University
Kirkhof College of Nursing
mccurrec@gvsu.edu

                              

Vincent Hall, PhD, RN
Program Director, Master’s in Nursing Programs
Walden University
School of Nursing

 

Angela Amar, PhD, RN
Dean
University of Las Vegas
School of Community Health Science 

 

Connie Miller, DNP, RNC-OB
Chair, General Nursing and Health Education Division
University of Arizona
College of Nursing

       
 

Erica Hooper Arana, DNP, RN
Assistant Professor
University of San Francisco
School of Nursing and Health Professions

 

Jenny Schuessler, PhD, RN
Dean & Professor
University of West Georgia
Tanner Health System School of Nursing

       
 

Carol Buck-Rolland, EdD, APRN 
Clinical Professor, Vice Chair, Graduate Nursing Program
University of Vermont
College of Nursing and Health Sciences

 

Mary Stachowiak DNP, RN, CNL
Assistant Professor, Director Clinical Leadership Track
Rutgers University
School of Nursing

       
 

Jill Case-Wirth, MSN, MHA
CNO
WellStar Health System

 

Rachel Start, MSN, RN
Director of Ambulatory Nursing Practice
Department of Patient Care Services
Rush Oak Park Hospital

       
  Beverly Havens Foster, PhD, RN
Clinical Professor, Chair of Honors Program
University of North Carolina–Chapel Hill 
School of Nursing
  Nancy DeBasio, PhD, RN, Consultant
nodebasio@gmail.com 

 

Charge to the Workgroup on The Essentials of Doctor of Nursing Practice Education for Advanced Nursing Practice

1. Using the AACN Vision for Nursing Education Position Statement as a basis, identify how healthcare trends and expectations will influence nursing’s roles and practice of the DNP nursing graduate within healthcare delivery for the next decade.

2. Assess the practice community’s expectations for DNP nursing graduates and how these may change over the next ten years. 

3. Considering the APRN Common Doctoral Level Competencies as foundational work, develop recommendations for a finite set of competencies within each identified domain/Essential area of practice for all DNP graduates; competencies must be measurable. 

4. Describe a set of observable behaviors for each competency that would be expected of each graduate.

5. Recommend the content and/or courses to be included in a doctoral nursing core that would be expected of all doctoral nursing students (practice and research-focused). 

6. Develop recommendations for curricular expectations including final product and practice learning experiences necessary to assure that DNP nursing graduates are prepared for safe, high-quality nursing practice. Recommendations should be relevant to all areas of practice or program tracks.  

7. Address the use of simulation in the curriculum for the preparation of DNP graduates. 

DNP Essentials Revision Workgroup Members:

                                  

John McFadden, PhD, CRNA, Chair
Dean
Barry University
Barry College of Nursing and Health Sciences
jmcfadden@barry.edu

                                     

Susan Swider, PhD, RN
Associate Professor
Rush University
College of Nursing

Jacklyn Barber, EdD, RN
Dean and Professor
Morningside College
School of Nursing

   

Marisa Wilson, DNSc, RN
Associate Professor, Specialty Track Coordinator, MSN Nursing Informatics
School of Nursing, Family, Community, and Health Systems
The University of Alabama-Birmingham
School of Nursing

         
 

Eileen Fry-Bowers, PhD, RN
Associate Professor
University of San Diego
Hahn School of Nursing and Health Science

        

Geraldine Young, DNP, FNP-BC
Director for Graduate Nursing Programs and
Associate Professor of Nursing
Kentucky State University

         
 

Susan E. Mullaney, MPPA/MPH, RN
Vice President
Center of Clinician Advancement
United Health Group

   

Jean Bartels, PhD, RN Consultant jbartels@georgiasouthern.edu 

         
 

Susan Ruppert, PhD, FNP-C
Professor/Associate Dean
University of Texas Health Science Center - Houston
Cizik School of Nursing

         
  Allison Squires, PhD, RN
New York University
Rory Meyers College of Nursing

 

Projected Timeline

Essentials-Timeline