A Core Curriculum for Dermatology Nurse-Practitioners

Bobonich, Margaret; Cooper, Kevin D.

doi:10.1097/jdn.0b013e31824ab94c

Cited by 12 publications

(9 citation statements)

References 9 publications

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“…The findings from this study may encourage NPs to consider their current early diagnosis and management practices for suspicious skin lesions and need for further training in skin lesion assessment and dermoscopy. Dermatology education for NPs is deficient and there is no standard dermatology curriculum or practicum for NPs (Bobonich & Cooper, 2012). Additionally, NPs may not be self-confident in their ability to clinically assess skin lesions (Loescher et al, 2011).…”

Section: Practice Implicationsmentioning

confidence: 99%

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The acceptance of mobile teledermoscopy by primary care nurse practitioners in the state of Arizona

Stratton

Loescher

2016

Journal of the American Association of Nurse Practitioners

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Purpose To conduct a pilot survey to assess acceptance of mobile teledermoscopy (MTD) by primary care nurse practitioners (NPs) working in Arizona. Data sources Sixty‐two participants recruited from NP and academic listservs in Arizona completed an online survey prefaced by a MTD definition, device photographs, and a practice case, followed by 33 items measuring Teledermatology Technology Acceptance Model (TeleTAM) constructs. Conclusions Participants were highly interested in using MTD to assess skin lesions. They perceived MTD utility to greatly improve diagnosis and positively impact their practice. Most participants had never used MTD, but had high mean scores for MTD attitude and moderate scores for MTD perceived ease of use, perceived use, and facilitators of MTD. They had moderate scores for intention to use MTD. The construct facilitators (organizational infrastructure) were most strongly associated with intention to use MTD. Cronbach alphas were 0.70 or higher for all subscales except compatibility and habit. Implications for practice Moderate acceptance of MTD may reflect NPs’ knowledge of the technology, self‐confidence for using it, or MTD financial constraints. Future research will address these factors to foster use of MTD by NPs, thereby improving patients’ access to early skin lesion assessment and diagnosis.

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Section: Practice Implicationsmentioning

confidence: 99%

“…Dermatology education for NPs is deficient and there is no standard dermatology curriculum or practicum for NPs (Bobonich & Cooper, 2012). Additionally, NPs may not be self-confident in their ability to clinically assess skin lesions (Loescher et al, 2011).…”

Section: Survey Itemsmentioning

confidence: 99%

The acceptance of mobile teledermoscopy by primary care nurse practitioners in the state of Arizona

Stratton

Loescher

2016

Journal of the American Association of Nurse Practitioners

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“…The baseline framework was validated through an online survey using a Delphi methodology, which is a consensus method [ 18 – 20 ] regularly used to validate competencies [ 9 ]. Percentage agreement is common to define consensus in Delphi studies [ 21 – 24 ]. An agreement of 70% has been deemed to reflect a justifiable consensus level [ 19 ].…”

Section: Methodsmentioning

confidence: 99%

Development of an integrated competency framework for postgraduate paediatric training: a Delphi study

et al. 2021

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Competency-based education (CBE) has transformed medical training during the last decades. In Flanders (Belgium), multiple competency frameworks are being used concurrently guiding paediatric postgraduate CBE. This study aimed to merge these frameworks into an integrated competency framework for postgraduate paediatric training. In a first phase, these frameworks were scrutinized and merged into one using the Canadian Medical Education Directives for Specialists (CanMEDS) framework as a comprehensive basis. Thereafter, the resulting unified competency framework was validated using a Delphi study with three consecutive rounds. All competencies (n = 95) were scored as relevant in the first round, and twelve competencies were adjusted in the second round. After the third round, all competencies were validated for inclusion. Nevertheless, differences in the setting in which a paediatrician may work make it difficult to apply a general framework, as not all competencies are equally relevant, applicable, or suitable for evaluation in every clinical setting. These challenges call for a clear description of the competencies to guide curriculum planning, and to provide a fitting workplace context and learning opportunities.Conclusion: A competency framework for paediatric post-graduate training was developed by combining three existing frameworks, and was validated through a Delphi study. This competency framework can be used in setting the goals for workplace learning during paediatric training. What is Known:•Benefits of competency-based education and its underlying competency frameworks have been described in the literature.•A single and comprehensive competency framework can facilitate training, assessment, and certification. What is New:•Three existing frameworks were merged into one integrated framework for paediatric postgraduate education, which was then adjusted and approved by an expert panel.•Differences in the working environment might explain how relevant a competency is perceived.

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“…RAND has reported that this technique evolves in various disciplines through journals and articles. Now, this method has also been used in education (Stricland, Moulton, Strickland & White, 2010;Baggio, 2008), teaching training (Frazer & Sadera, 2011), management (Schmiedel, Vom Brocke & Recker, 2013) Tohidi, 2011Princess and Yusof, 2009), health education (Bobonich & Cooper, 2012;Rigby, Schofield, Mann & Benstead, 2012), public administration (Soares & Amaral, 2011) sports (Lindsey & Michelle, 2011); (Herrmann, Kirchberger, Stucki & Cieza, 2010), Byrne, Wake, Blumberg & Dibley, 2008), career (Lambeth, 2012), tourism (Garrod, 2012; Lee & & Saker, 2000), banking (Bradley & Steward, 2002), international business (MacCarthy & Atthirawong, 2003), nursing (Keeney, 2010) model designs (Azli Ariffin, 2017; Muhammad Ridhuan 2014) , Pandza, Armbruster & Dreher, 2007). Served as a research technique, this method contains a questionnaire that is conducted in two or more rounds.…”

Section: Methodsmentioning

confidence: 99%

Fuzzy Delphi Method (fdm): Determining phase for multicultural-based model of peace education curriculum for preschool children

Ariffin

Yusof

Siraj

et al. 2018

JRPPTTE

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Recently, peace has become an issue being discussed especially in regards to cultural diversity. With education, peace can be conveyed to all walks of life and levels, in particular, the children as our future generation. This study aimed to determine phases and their interrelation towards multicultural-based model of peace education curriculum for preschool children. In order to acquire the accepted (agreement) value for each phase and their interrelation based on experts' opinion, the Fuzzy Delphi Method was adopted. A set of questionnaire was administered to a group of 12 experts selected based on specified criteria. Seven phases (internal awareness, external stimuli, self-formation, personality cultivation, character development, identity development and action build-up) was given to each expert for their suitable selection of the model. Only 4 phases were selected based on the agreement value of above 75% while their interrelation was stipulated by defuzzification value of the phases from high to low value. The interrelated and selected phases were internal awareness, personality cultivation, character development and action build-up.

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A Core Curriculum for Dermatology Nurse-Practitioners

Cited by 12 publications

References 9 publications

The acceptance of mobile teledermoscopy by primary care nurse practitioners in the state of Arizona

The acceptance of mobile teledermoscopy by primary care nurse practitioners in the state of Arizona

Development of an integrated competency framework for postgraduate paediatric training: a Delphi study

Fuzzy Delphi Method (fdm): Determining phase for multicultural-based model of peace education curriculum for preschool children

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