Essentials Revision Task Force

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