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Articles: Online Only

Developing a Curriculum to Educate Postgraduate Practitioners on Scholarly Projects

Journal for Nurses in Professional Development: May/June 2020 - Volume 36 - Issue 3 - p E5-E6
doi: 10.1097/NND.0000000000000643


  • Read the article on page 129.
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Disclosure Statement:

The authors and planners have disclosed that they have no financial relationships related to this article.


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PURPOSE: To present a scholarly project curriculum with relevant information for nurses in professional development as they equip learners with the knowledge, structure, and support necessary to produce high-quality, scholarly work.

Learning Objectives/Outcomes: After completing this continuing education activity, you should be able to:

1. Recall the background information that led to the sequence of development and emergence of the authors’ scholarly project curriculum.

2. Outline the focus of each of the sessions of the scholarly project curriculum.

3. Explain the features of the curriculum as they relate to the successful implementation of the curriculum.

  1. In its Roundtable on Evidence-Based Medicine Report, the Institute of Medicine called for transforming the way evidence on which of the following is generated and used to improve health outcomes?
    1. comprehensive assessment
    2. clinical effectiveness
    3. clinical preparation
  2. As described by Melnyk et al. (2012), current educational programs throughout the country tend to emphasize how to
    1. translate evidence into practice.
    2. use clinical data to inform care.
    3. conduct research.
  3. In CAP fellowships, post-graduate advanced practice practitioners (APPs) are immersed in clinical experiences and didactic sessions that prepare them, above the level received in their formal education, for
    1. critical thinking.
    2. information technology.
    3. general medical practice.
  4. The scholarly projects in APP fellowships are most often
    1. research projects.
    2. quality improvement projects.
    3. evidence-based practice projects.
  5. Past APP scholarly projects
    1. have been very consistent in quality.
    2. gave fellows valued time away from learning a new clinical role.
    3. depended on the availability of outside mentors to assist the APPs.
  6. One of the authors’ primary purposes in developing the scholarly project curriculum was to educate the fellows, through a series of seminars, on
    1. the essential components of completing a scholarly project.
    2. how to mentor a variety of learners in their clinical settings.
    3. the development of specialty-specific knowledge and skills.
  7. As part of the scholarly project curriculum, the authors offered support to the APP fellows throughout the project by
    1. relieving them of some of their clinical duties.
    2. offering accelerated completion opportunities.
    3. helping them identify stakeholders.
  8. A specific focus during the 2-hour session in month 2 of the scholarly project was
    1. establishing a timeline.
    2. searching the literature.
    3. identifying a problem of focus.
  9. A specific focus during the 2-hour session in month 11 of the scholarly project was discussing how to
    1. create a poster presentation.
    2. find statistical assistance.
    3. structure an abstract.
  10. During the 2-hour sessions in months 7 and 9 of the authors’ scholarly project, fellows began the sessions by
    1. considering journals for publication.
    2. proposing the details of their abstract.
    3. providing a brief report on their project.
  11. Discussing the importance of a clear specific aim of their scholarly project and choosing a methodology for it was the basis of the 2-hour session during which month of the scholarly project?
    1. 2
    2. 3
    3. 4
  12. Discussion about how to complete Institutional Review Board applications was included in the 2-hour session during month
    1. 3.
    2. 5.
    3. 7.
  13. The fourth month of the scholarly project curriculum was a unique point in the schedule of seminars because the APP fellows had, by that time, selected a topic of focus for their project, divided into groups, and
    1. developed an idea of how to proceed with the project.
    2. completed Collaborative Institutional Training Initiative modules.
    3. resolved any statistical or methodological roadblocks they encountered.
  14. In the Works in Progress sessions (WIPs), the fellows presented their project to a rotating panel of subject matter experts with specific experience in quality improvement, evidence-based practice, and
    1. research.
    2. team building.
    3. community engagement.
  15. The Collaborative Institutional Training Initiative (CITI) modules provide important education on
    1. statistics.
    2. originality.
    3. compliance.
  16. The APP fellows presented the status of their project to the group one final time and then discussed how to write an abstract in month
    1. 9.
    2. 10.
    3. 11.
  17. In the final seminar, the authors met with the fellows to talk about the importance of
    1. mentoring their colleagues.
    2. adhering to research ethics.
    3. disseminating their findings.
  18. Which of the following was designed to be the apex of the project, after which the seminars focused on executing the project and sharing the results?
    1. the WIPs
    2. the CITI modules
    3. the Research and Innovation Showcase
  19. For the APP fellows to participate in the scholarly project curriculum, they have
    1. nominal tuition fees.
    2. no associated costs.
    3. volunteering expectations.
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