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A summative content analysis of innovation in the AACN essentials informed by Pillay's innovation competencies.

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Title: A summative content analysis of innovation in the AACN essentials informed by Pillay's innovation competencies.
Authors: O'Hara, Susan1 (AUTHOR) sohara@nbbj.com, Barr, Taura2 (AUTHOR) barr.428@osu.edu, Melnyk, Bernadette Mazurek3 (AUTHOR) melnyk.15@osu.edu, Delaney, Connie4 (AUTHOR) delaney@umn.edu, Giuliano, Karen K.5,6 (AUTHOR) Karen.Giuliano@baystatehealth.org, Kelley, Tiffany7,8 (AUTHOR) tiffany.kelley@uconn.edu, Nadel, Hiyam9 (AUTHOR) hnadel@mgh.harvard.edu, Raderstorf, Tim10 (AUTHOR), Wright, Lydel11 (AUTHOR) Lydel.Wright@harborhealth.com, Ackerman, Michael2 (AUTHOR) ackerman.249@osu.edu
Source: Journal of Professional Nursing. Jul2026, Vol. 65, p35-42. 8p.
Subject Terms: *Curriculum, *Diffusion of innovations, *Content analysis, *Nursing education, *Clinical competence, Terms & phrases, Proxy, Conceptual structures
Abstract: Innovation is increasingly important to healthcare transformation. Examining where innovation competencies are embedded within the American Association of Colleges of Nursing's The Essentials: Core Competencies for Professional Nursing Education and where gaps exist is important for strengthening nursing education. This project examined the frequency, context, and meaning of the words "innovation," "innovate," and "innovative" in the AACN Essentials and compared the document with Pillay's Innovation Competencies to identify opportunities for strengthening innovation in nursing education. The authors conducted a summative content analysis of The Essentials: Core Competencies for Professional Nursing Education to examine the frequency, context, and distribution of innovation-related terms and to compare those findings with Pillay's 19 innovation competencies. Innovation-related terminology appeared across 5 of the 10 AACN domains, with additional innovation concepts identified through proxy terms and comparison with Pillay's framework, suggesting uneven integration of innovation competencies across the Essentials. More explicit integration of innovation competencies across nursing curricula may strengthen nurses' preparation to respond to complex and evolving healthcare challenges. • Innovation is unevenly represented across the AACN Essentials. • Key innovation competencies are implicit or absent in the AACN Essentials. • Explicit innovation competencies may strengthen curriculum design and assessment. • Innovation should be scaffolded across entry-level and advanced-level nursing education. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Innovation is increasingly important to healthcare transformation. Examining where innovation competencies are embedded within the American Association of Colleges of Nursing's The Essentials: Core Competencies for Professional Nursing Education and where gaps exist is important for strengthening nursing education. This project examined the frequency, context, and meaning of the words "innovation," "innovate," and "innovative" in the AACN Essentials and compared the document with Pillay's Innovation Competencies to identify opportunities for strengthening innovation in nursing education. The authors conducted a summative content analysis of The Essentials: Core Competencies for Professional Nursing Education to examine the frequency, context, and distribution of innovation-related terms and to compare those findings with Pillay's 19 innovation competencies. Innovation-related terminology appeared across 5 of the 10 AACN domains, with additional innovation concepts identified through proxy terms and comparison with Pillay's framework, suggesting uneven integration of innovation competencies across the Essentials. More explicit integration of innovation competencies across nursing curricula may strengthen nurses' preparation to respond to complex and evolving healthcare challenges. • Innovation is unevenly represented across the AACN Essentials. • Key innovation competencies are implicit or absent in the AACN Essentials. • Explicit innovation competencies may strengthen curriculum design and assessment. • Innovation should be scaffolded across entry-level and advanced-level nursing education. [ABSTRACT FROM AUTHOR]
ISSN:87557223
DOI:10.1016/j.profnurs.2026.03.008