Faculty in Doctor of Nursing Practice (DNP) programs identify challenges of increased enrollment and variances in previous student educational preparation and professional experiences that require innovative approaches to curriculum transformation.
This article informs nurse educators about the vibrant and inclusive approach of universal design for instruction (UDI), a framework to conceptualize and implement learning strategies in the DNP curriculum.
UDI is guided by 9 instructional principles that anticipate diverse learners and is intentionally inclusive of multiple ways of learning. Principles of UDI were synergized into several DNP didactic courses and the scholarly project process.
Integration of UDI into the DNP curriculum included precourse assessments, multiple modalities of content delivery, options to present acquired knowledge, and supporting the adult learner through the iterative work of the scholarly project.
Author Affiliations: Associate Professor (Dr Anderson), Instructor (Dr Davis), and Assistant Professor (Adjunct) (Dr McLaughlin), Georgetown University, School of Nursing & Health Studies; and Nurse Practitioner (Dr Anderson), Division of Cardiology, MedStar, Georgetown University Hospital, Washington, DC.
The authors declare no conflicts of interest.
Correspondence: Dr Anderson, Georgetown University, School of Nursing & Health Studies, 3700 Reservoir Rd, St Mary's Hall, Room 247, Washington, DC 20057 (email@example.com).
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Accepted for publication: November 15, 2018
Published ahead of print: December 20, 2018
Cite this article as: Anderson K, Davis D, McLaughlinM. Implementing universal design instruction in doctor of nursing practice education. Nurse Educ. 2018; doi: 10.1097/NNE.0000000000000642. [Epub ahead of print]