Indiana University of Pennsylvania, Indiana, PA.
Chatham University, Pittsburgh, PA
J Dr Nurs Pract. 2020 Nov 1;13(3):224-228. doi: 10.1891/JDNP-D-20-00002.
Students enter doctor of nursing practice (DNP) programs with varying interests and professional experiences. Little is known about how this impacts learning.
To explore if differences existed in students' perceptions of task values related to learning the skill sets of a DNP-prepared nurse.
Students were sent a link to a 17-item electronic survey consisting of demographic questions and nine statements based on competencies as outlined in (American Association of Colleges of Nursing [AACN], 2006). Students ranked the statements in order of perceived value of performing after program completion.
Mean rankings of task values demonstrated the advanced practice registered nurse (APRN) group ( = 32) identified the most valuable skill as "suggest an evidence-based change in professional practice based on the findings of published research articles and professional practice experience." The non-APRN group ( = 10) reported "work collaboratively with other non-nursing healthcare professionals to improve patient and population health outcomes."
Students' perceptions of the value of learning the skill sets vary amongst APRNs and non-APRNs, and are shaped by past professional experiences and future role demands.
Findings provide faculty with knowledge that can be used to tailor teaching and engagement strategies.
学生进入护理实践博士（DNP）项目时，兴趣和专业经验各不相同。目前尚不清楚这对学习有何影响。
探讨学生对与学习 DNP 护士技能相关的任务价值的看法是否存在差异。
向学生发送了一个包含人口统计学问题和基于（美国护理学院协会 [AACN]，2006 年）概述的能力的九项陈述的 17 项电子调查链接。学生根据完成课程后的感知执行价值对陈述进行排名。
任务价值的平均排名表明，高级实践注册护士（APRN）组（=32）认为最有价值的技能是“根据已发表的研究文章和专业实践经验的发现，建议对专业实践进行基于证据的改变”。非 APRN 组（=10）报告了“与其他非护理医疗保健专业人员合作，以改善患者和人群的健康结果”。
APRN 和非 APRN 学生对学习技能集的价值的看法存在差异，这是由过去的专业经验和未来的角色需求塑造的。
研究结果为教师提供了可以用来调整教学和参与策略的知识。
