S T R U C T U R I N G A D VA N C E D P R A C T I C E K N O W L E D G E : A N I N T E R N E T

R E S O U R C E F O R E D U C AT I O N A N D P R A C T I C E

Dale Ros Aviles Collamat

 OBJECTIVES

1. Articulate support for the advanced

nursing, healthcare technologic, and
organizational science domains of
advanced practice.
2. Create structures that reflect the
integration of doctor of nursing practice
knowledge/competencies between and
within domains.
3. Select reliable and appropriate Web-based
content within advanced practice
knowledge/competency domain categories
 Advanced practice nurses manage
information. Information comes in many
shapes and forms. One form revolves
about initiatives aimed at improving health
and healthcare through nursing. This
movement received its greatest impetus in
The Future of Nursing (Institute of
Medicine, 2010), with its brief on the Focus
on Scope of Practice (Institute of Medicine,
2011a). It calls for the States to remove
inconsistent barriers to practice and the
federal government to advance the
reforms needed through the work of
Congress and regulatory agencies.
 This report led to a “Campaign for Action,” actions were directed toward
building a stakeholder base, initiating action at local, state, and national
levels, communicating the call to action, and monitoring of results.
 In December 2013, AARP in Virginia announced its part in a 4.5-million-
dollar program, funded by the Robert Wood Johnson Foundation. This
program helps states move forward in advancing the goals of the Future
of Nursing to improve health and healthcare, most notably access,
quality, and cost.
STRUCTURING KNOWLEDGE AND ITS
R E L AT I O N S H I P TO A D VA N C E D   P R A C T I C E
The question was: How are nursing data going to be entered into the computer?
(Lavin, 2002). Reflection helps people create advances in health information
technology. The number, kind, and design of self-management apps require hours of
individual and group reflection. Reflection helps people adapt to technology as it
influences the acceptance of scientific information (van Prooijen & Sparks, 201
Reflection is central whenever change is anticipated, created, required to improve
practice or adjust to technological change (Boulus & Bjorn, 2010).

One product of reflection is the structuring of information. Reflection on the structure

of advanced practice nursing education and practice at the doctoral level led
ultimately to a three-dimensional model presented in this chapter. It is a model that
combines knowledge and competencies within three domains. It also serves as a
framework for creating a Web-based information databases to assist either the
academician or practitioner
2 . C re a t e s t r u c t u re s t h a t re f l e c t t h e i n t e g r a t i o n o f
doctor of nursing practice knowledge/competencies
between and within domains.
 Everything has changed today. Modern organizations have changed how they
conduct business as a result of globalization, or the integrated internationalization
of markets and corporations. Jobs, information, and capital are now able to migrate
across borders with far greater speed and much less friction than they previously
could, as Thomas Friedman points out in The World Is Flat not long ago, it was
feasible.
 Knowledge structures evolve as our ability to articulate
knowledge evolves. This kind of evolution can be seen in
Figs. 23.1 through 23.4.
Figure 23.1 describes progression through a DNP curriculum.
 One issue with this method of visualizing academic progression is that it assumes
that integration of content occurs linearly, step by step. The model implies that
having climbed all steps, a graduate emerges and proceeds to practice all that has
been learned. Pictorially, education has ended; practice has begun
Figure 23.2 describes the
integration of content
within a DNP capstone
project.
Figure 23.3 presents a newer
model for assessing
performance of any program,
intervention bundle or
intervention.
It is only Fig. 23.4 that presents a
structure that represents knowledge
undergirding both a DNP curriculum
and DNP practice.
3 . S e l e c t re l i a b l e a n d
a p p ro p r i a t e We b - b a s e d c o n t e n t
within advanced practice
knowledge/competency domain
categories