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Keywords

DNP, education, graduate, nursing, online

 

Authors

  1. Hardin-Pierce, Melanie DNP, RN, APRN, ACNP-BC
  2. Hampton, Debra PhD, MSN, RN, FACHE, NEA-BC, CENP
  3. Melander, Sheila PhD, APRN, ACNP-BC, FCCM, FAANP, FAAN
  4. Wheeler, Kathy PhD, RN, APRN, NP-C, FNAP, FAANP
  5. Scott, Leslie PhD, APRN, PPCNP-BC, CDE, MLDE
  6. Inman, Dianna DNP, RN, APRN, CPNP, PMSH, PMHNP
  7. Parrish, Evelyn PhD, PMHNP-BC, FAANP
  8. Mudd-Martin, Gia PhD, MPH, RN, FAHA

Abstract

Purpose: The purpose of this article is to describe an immersion model implemented in a doctor of nursing practice program with the goal of engaging students and optimizing learning.

 

Description of the Project: The immersion model was designed to support learners in an online doctor of nursing practice program to promote self-direction and active involvement in diagnosing, planning, implementing, and evaluating their own learning. The Community of Inquiry framework, based on learning and teaching theory, was used in developing this immersion model.

 

Outcome: Students expressed positive opinions about immersion. Students valued simulation and skills practice, peer interaction, engagement with faculty, and the leadership colloquium. Faculty reported value in having group advising meetings and in collaborating across specialty tracks for skills laboratory experiences.

 

Conclusion: The immersion model has enhanced student engagement and helped optimize learning outcomes. Students and faculty found the use of the immersion model to be beneficial for practicing skills, use of simulated learning experiences, and student advising.