Abstract：
BACKGROUND: The curriculum for our generalist masters in nursing program required a heavy credit load of science courses shared with the nurse practitioner programs. The bundle of required courses far exceeded the masters in nursing program completion outcomes, increasing tuition costs and prolonging the program of study for students who were not seeking advanced practice credentials.
OBJECTIVE: The purpose of this project was to streamline the curriculum and better align course content with MS program expected learning outcomes, student learning needs, and recent accreditation requirements.
METHODS: Course expected learning outcomes were drafted and mapped to program expected learning outcomes and AACN The Essentials: Core Competencies for Professional Nursing Education (2021) concepts and sub-competencies. A two-course series totaling 5 credits was developed to integrate the 4Ps (pathophysiology, pharmacology, physical/health assessment, and health promotion) into an online master\'s level nursing curriculum while decreasing the total number of credits.
RESULTS: A total of 67 students successfully completed the online courses during the first semester. Minor revisions based on student feedback were made after the first implementation.
CONCLUSIONS: Integrating the 4Ps into a series of two courses is a feasible option for streamlining a generalist masters in nursing curriculum.
OBJECTIVE: The purpose of this project was to streamline the curriculum and better align course content with MS program expected learning outcomes, student learning needs, and recent accreditation requirements.
METHODS: Course expected learning outcomes were drafted and mapped to program expected learning outcomes and AACN The Essentials: Core Competencies for Professional Nursing Education (2021) concepts and sub-competencies. A two-course series totaling 5 credits was developed to integrate the 4Ps (pathophysiology, pharmacology, physical/health assessment, and health promotion) into an online master\'s level nursing curriculum while decreasing the total number of credits.
RESULTS: A total of 67 students successfully completed the online courses during the first semester. Minor revisions based on student feedback were made after the first implementation.
CONCLUSIONS: Integrating the 4Ps into a series of two courses is a feasible option for streamlining a generalist masters in nursing curriculum.
摘要：
背景：我们的护理专业通才硕士课程需要与执业护士课程共享大量的科学课程。必修课程的捆绑远远超过了护理硕士课程的完成成果，增加学费和延长学习计划的学生谁不寻求先进的实践证书。
目的：该项目的目的是简化课程，并使课程内容与MS计划预期的学习成果更好地保持一致，学生的学习需求，和最近的认证要求。
方法：起草了课程预期的学习成果，并将其映射到计划预期的学习成果和AACN要点：专业护理教育的核心能力（2021年）概念和子能力。开发了一个共5个学分的两道菜系列，以整合4Ps(病理生理学，药理学,身体/健康评估，和健康促进）进入在线硕士水平护理课程，同时减少学分总数。
结果：在第一学期，共有67名学生成功完成了在线课程。在首次实施后，根据学生的反馈进行了较小的修改。
结论：将4P整合到一系列两门课程中，是简化护理课程通才硕士的可行选择。
目的：该项目的目的是简化课程，并使课程内容与MS计划预期的学习成果更好地保持一致，学生的学习需求，和最近的认证要求。
方法：起草了课程预期的学习成果，并将其映射到计划预期的学习成果和AACN要点：专业护理教育的核心能力（2021年）概念和子能力。开发了一个共5个学分的两道菜系列，以整合4Ps(病理生理学，药理学,身体/健康评估，和健康促进）进入在线硕士水平护理课程，同时减少学分总数。
结果：在第一学期，共有67名学生成功完成了在线课程。在首次实施后，根据学生的反馈进行了较小的修改。
结论：将4P整合到一系列两门课程中，是简化护理课程通才硕士的可行选择。
