Compare the NLN, AACN/CCNE Guidelines for Nursing Schools
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The constructivist grounded theory study discovered and compared the perceptions and processes of faculty related to their preparedness and confidence in evaluating, developing, and revising nursing curriculum.
Therefore, it is essential for PNs to understand the differentiation, and multiplicity, of the various roles in nursing and health care; graduate prepared faculty members will be able to facilitate this understanding. Graduate prepared faculty will also be able to teach, and role model, the intricacies of delegation, supervision, and assignment that are so important for PNs.
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Benner, P., M. Sutphen, V. Leonard, and L. Day. 2009. Educating nurses: A call for radical transformation . San Francisco, CA: Jossey-Bass.
Cronenwett, L., G. Sherwood, J. Barnsteiner, J. Disch, J. Johnson, and P. Mitchell. 2007. Quality and safety education for nurses. Nursing Outlook 55(3):122-131.
DeLunas, L. R., and L. A. Rooda. 2009. A new model for the clinical instruction of undergraduate nursing students. Nursing Education Perspectives 30(6):377-380.