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Objectives Test the 12-month efficacy of an inclusive non-diagnosis-specific, parent education program with seven in-person sessions. Methods Parents of 110 children, 2–11 years old, with a variety of special health care conditions, were recruited to participate in a randomized clinical trial. At twelve months data from 104 parents were available for longitudinal analysis. Linear mixed models, with the interaction term of group by time, were used to assess the efficacy of the intervention over 12 months using data from 3 time points: baseline, 6 and 12 months. The outcome measures were self-efficacy, parent and child shared management of chronic condition, coping skills, parental depressive symptoms and quality of life. Results All of the outcomes improved within the intervention group over 12 months. Self-efficacy was the strongest outcome which remained significantly different from the control group 12 months post intervention, without any statistical adjustment (p = 0.045). The coefficient of the interaction term for study group (intervention or control) by time, quantifying the intervention effect, was statistically significant for four of five pre-specified study outcomes, favorably so toward the intervention group (p

When the University of Washington, School of Nursing determined that its post-BSN-DNP degree program, with multiple specialty tracks and programs of study, was not sustainable, the curriculum was re-envisioned. The revised program is consistent with the American Association of Colleges of Nursing (AACN) Essentials of Doctoral Education for Advanced Nursing Practice and the national Licensure Accreditation, Certification, and Education (LACE) model. The re-envisioned program was conceptualized as a single degree in which students preparing for any specialty would have the same number of required credits with the majority of courses (DNP core) required for all students. Two major pathways, 1) advanced practice registered nursing and 2) advanced systems and population health were identified. The model allows for specialties to be added or discontinued without major disruption to the core curriculum. The consolidated curriculum reduced instructional costs to the school by approximately 26% and reduced and made more equitable the tuition costs for the majority of students. The revised consolidated program is innovative, maintains quality, attracts students, and aligns with resources. This article discusses how we achieved revision and consolidation of a post-BSN DNP program with multiple specialty tracks that is innovative, high quality, sustainable, and replicable by other schools of nursing.