This paper describes the philosophical, conceptual, and programmatic characteristics of the Adult Critical Care Nurse Practitioner (CCNP) Program, which began at the University of Pennsylvania in 1993. It outlines the rationale and strategies for curriculum revisions during the 3rd year of program implementation. The basic content and sequencing of courses in the program did not change. Curricular revisions In theoretical and field work courses consisted of modifying the approach to teaching with emphasis on critical thinking, diagnostic reasoning, and clinical decision making. Finally, It discusses the future challenges for educating CCNPs, with an emphasis on market demands and research challenges

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©1997 American Association of Critical-Care Nurses
1997
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