Putting Practice First in Doctor of Nursing Practice: A Competency-Based Curriculum Redesign

BACKGROUND: call for competency-based Doctor of Nursing Practice (DNP) education that prepares graduates for complex practice environments. This article describes a practice-first curriculum redesign to improve scholarly project feasibility, strengthen alignment with clinical priorities, and enhance evidence translation into practice. METHOD: domains and advanced-level competencies following a needs assessment. Objectives and learning activities were revised to emphasize measurable practice-based outcomes. Redundant coursework was removed, and content in implementation science, interprofessional practice, social determinants of health, and the care continuum was strengthened. The scholarly project was restructured into proposal, implementation, and dissemination phases, supported by a scholarly writing course and competency-based evaluation. RESULTS: Outcomes included a competency map, milestone-based rubrics, revised sequencing, and structured project checkpoints. Evaluation demonstrated clearer expectations and feasibility across practice settings. CONCLUSION: nationwide.