Background: The American Association of Colleges of Nursing introduced the Doctor of Nursing Practice (DNP) degree in 2004. To date, few publications examine the competencies and impact of nurses with practice doctorates. Purpose: The purpose of this study was to examine reasons for seeking a DNP degree, assess knowledge and competencies acquired from DNP programs, and to inform stakeholders about the skills acquired by nurses with practice doctorates. Methods: A cross-sectional design was used to administer a self-report survey to a convenience sample of DNP-prepared nurses in practice, recruited from a national membership organization. The electronic survey was designed using constructs developed from the literature, national organization position statements, and standards of doctoral nursing education. Results: A total of 306 participants responded to the survey, 270 were used after data review. The majority of respondents did not seek a DNP degree because it was required for a job, to gain additional supervised practice, or to receive additional training with a specialty population. The majority strongly agreed that they gained competency in translating and synthesizing research evidence into practice, designing and implementing quality improvement, and identifying, measuring, and evaluating outcomes. Conclusions: Primary reasons for seeking a DNP degree were seeking knowledge, skills, competencies, confidence, and job opportunities. Implications for practice: Doctor of Nursing Practice–prepared nurses hold unique, advanced knowledge, competencies and skills to affect health care across multiple settings. Study results suggest that highly skilled DNP-prepared nurses are equipped to lead quality improvement, engage in practice scholarship, and improve clinical outcomes.
Nursing leaders are essential in promoting the doctor of nursing practice (DNP)-prepared nurse in various innovative roles (Nichols, O’Connor, & Dunn, 2014). However, according to the recently released RAND study, The DNP by 2015: A Study of the Institutional, Political, and Professional Issues That Facilitate or Impede Establishing a Post-Baccalaureate Doctor of Nursing Practice Program (Auerbach et al., 2014) employers and health care organizations need outreach and data to understand the added competencies and capabilities of DNP-educated nurses. Practicing DNPs are in an excellent position to demonstrate and educate our executive colleagues. The purpose of this article is (a) to foster nursing leadership’s understanding of the uniquely prepared nursing practice doctorate, (b) to illustrate how the DNP-prepared nurse is being integrated/used to their potential within health care systems to maximize clinical and population health outcomes, and (c) to issue a call to action for nursing leadership to engage the DNP-prepared nurse to accomplish organizational goals.
Background: Nearly 15 years after the introduction of the doctor of nursing practice (DNP) degree, stakeholders anticipate practice scholarship outcomes from graduates. Purpose: To examine the frequency of engagement in practice scholarship, the relationship between the knowledge gained in DNP programs and the frequency of engagement in practice scholarship and the relationship between engagement in practice scholarship, work role, and years since graduation with a DNP degree, as reported by practicing nurses. Methodology: This cross-sectional study recruited 306 practicing DNP graduates via a national organization and employed an electronic survey. Descriptive and inferential statistics, correlational analysis, and a one-way analysis of variance were conducted on demographics and outcome variables for 269 completed surveys. Results: The practice scholarship activity reported most frequently was evaluation of current clinical evidence and least frequently was dissemination of policy papers. Reported knowledge gained from DNP programs and frequency of engagement in practice scholarship indicate a weak positive correlation. There was a significant difference in the direct care work role and practice scholarship engagement compared with other roles, and between those practicing greater than 10 years and those with less experience. Conclusions: Results highlight the underutilization of knowledge gained in DNP programs and engagement in practice scholarship. The study emphasizes the complexity of realizing practice scholarship outcomes of DNP-prepared nurses to influence patients, populations, systems, and policy as well as the advancement of the nursing profession. Implications: This is a call to action for DNP graduates, academia, practice, and the nursing profession to support and value practice scholarship.
An understanding of how the CNS role evolved, where it stands currently, and future considerations may help clarify the role, improve utilization of the CNS in a variety of settings, improve standards for CNS education and certifications, and advance this nursing practice specialty.
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