BACKGROUND: Competency-based education is essential to prepare future nurse scientists to compete in the world of data-driven science. Yet, few schools of nursing have developed core competencies that guide quantitative research instruction. We described development of new competency-based curriculum in quantitative research for doctor of philosophy (PhD) nursing students. METHOD: We assessed quantitative research methods curricula from among top National Institutes of Health-ranked research-intensive Schools of Nursing. At the University of California, San Francisco School of Nursing, we administered a survey to PhD students and alumni, and interviewed program faculty about current quantitative courses and perceived needs. A committee of PhD faculty framed competencies. RESULTS: Core competencies for quantitative methods training were developed. Faculty modified courses to align with core competencies. This allowed an outcome-based approach to design, implement, and evaluate coursework. CONCLUSION: This effort at generating core quantitative research skills competencies could be useful for other nursing schools interested in redesigning PhD training programs. [J Nurs Educ. 2018;57(8):483-488.]. Copyright 2018, SLACK Incorporated.
BACKGROUND: Competency-based education is essential to prepare future nurse scientists to compete in the world of data-driven science. Yet, few schools of nursing have developed core competencies that guide quantitative research instruction. We described development of new competency-based curriculum in quantitative research for doctor of philosophy (PhD) nursing students. METHOD: We assessed quantitative research methods curricula from among top National Institutes of Health-ranked research-intensive Schools of Nursing. At the University of California, San Francisco School of Nursing, we administered a survey to PhD students and alumni, and interviewed program faculty about current quantitative courses and perceived needs. A committee of PhD faculty framed competencies. RESULTS: Core competencies for quantitative methods training were developed. Faculty modified courses to align with core competencies. This allowed an outcome-based approach to design, implement, and evaluate coursework. CONCLUSION: This effort at generating core quantitative research skills competencies could be useful for other nursing schools interested in redesigning PhD training programs. [J Nurs Educ. 2018;57(8):483-488.]. Copyright 2018, SLACK Incorporated.