Collaboration Among DNP- and PhD-Prepared Nurses: Opportunity to Drive Positive Change

Murphy, Marcia Pencak; Staffileno, Beth A.; Carlson, Elizabeth A.

doi:10.1016/j.profnurs.2015.03.001

Cited by 33 publications

(13 citation statements)

References 14 publications

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“…Providing opportunities for faculty to work together in teams, implementing combined mentoring models, and collaborative accreditation models were just a few interventions utilized in developing a successful DNP-PhD Nurse Educator Model. Collaborative relationships between faculty continue to evolve as the landscape of nursing education changes [18,19]. The study findings emphasize the importance of communication, collaboration, equity, inclusivity, civility, and leadership as essential components to a healthy academic culture and reliable nurse faculty teams.…”

Section: Discussionmentioning

confidence: 80%

An Academic Model for Building Effective Faculty Teams to Promote Excellence in Nursing Education

Cantwell¹,

Norton²,

Gooder³

et al. 2020

AJNS

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Section: Discussionmentioning

confidence: 80%

An Academic Model for Building Effective Faculty Teams to Promote Excellence in Nursing Education

Cantwell¹,

Norton²,

Gooder³

et al. 2020

AJNS

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“…The DNP-prepared advanced practice nurse will foster collaborative relationships with other doctorally prepared nursing colleagues to translate and disseminate the highest quality and best available evidence into practice (Murphy, Staffileno, & Carlson, 2015).…”

Section: Napnap Believes Thatmentioning

confidence: 99%

NAPNAP Position Statement on the Doctor of Nursing Practice (DNP)

2017

Journal of Pediatric Health Care

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“…[15][16][17] However, the lack of role clarity and the presence of role ambiguity between the PhD and DNP degrees are prevalent. [18][19][20] This lack of role clarity threatens the goal of PhD-DNP collaboration because interprofessional collaboration requires an understanding of the roles of other members of the health care team.…”

Section: Clarity or Confusionmentioning

confidence: 99%

“…[13,17,40,41] However, without a clear understanding of each other's contribution to the team, divergence will materialize, regardless of degree level. There should not be competition or a feeling of inferiority among the MSN, DNP, and PhD prepared nurse.…”

Section: Role Strainmentioning

confidence: 99%

Comments surrounding the doctor of nursing practice (DNP): Stress, ambiguity, and strain

Mancuso

Udlis

Anbari

2016

JNEP

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Background/Objective: The Doctor of Nursing Practice (DNP) degree is the recommended preparation for advanced nursing practice. However, lack of clarity surrounding the DNP degree has contributed to role ambiguity for the DNP prepared nurse. The present study sought to evaluate the written comments obtained from a quantitative analysis that utilized a framework adapted from works on role conflict and ambiguity, role stress and strain, and classical organization theory. Methods: The sample consisted of 113 participant comments. The length of the comments ranged from 1 to 28 lines. Content analysis was performed and the areas of role stress, ambiguity, and strain were identified. Results: Distinct areas for intervention to address DNP role stress and strain with the goal of preventing the harmful outcomes of role ambiguity were identified. For example, comments centered along the lines that the benefits of pursuing a DNP degree did not outweigh costs. There is contention among PhD, DNP, and MSN prepared nurses. The DNP causes role confusion among health care providers and the public and conflict exists about the DNP role and professionalism, faculty preparation, and leadership. Conclusions: The authors provide several recommendations that can reduce role stress, strain, and ambiguity in order to meet the ultimate goal of achieving improved patient/population and policy outcomes. The nursing profession must not only articulate clear and distinct intended outcomes of the DNP degree, but then must also assure that the product of the DNP degree is consistent with those outcomes.

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Collaboration Among DNP- and PhD-Prepared Nurses: Opportunity to Drive Positive Change

Cited by 33 publications

References 14 publications

An Academic Model for Building Effective Faculty Teams to Promote Excellence in Nursing Education

An Academic Model for Building Effective Faculty Teams to Promote Excellence in Nursing Education

NAPNAP Position Statement on the Doctor of Nursing Practice (DNP)

Comments surrounding the doctor of nursing practice (DNP): Stress, ambiguity, and strain

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