The Doctor of Nursing Practice: A national workforce perspective

Cronenwett, Linda R.; Dracup, Kathleen; Grey, Margaret; McCauley, Linda; Meleis, Afaf Ibrahim; Salmon, Marla E.

doi:10.1016/j.outlook.2010.11.003

Cited by 75 publications

(61 citation statements)

References 13 publications

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“…[24] The MSN-prepared APRN is well-supported as a quality and safe provider of direct patient care while the DNP degree has been perceived to be more a costly and burdensome preparation for APRNs. [25] In addition, it has been argued that the type of degree (DNP or MSN) does not impact the marketability of nurse practitioners. [26] Many master's prepared nurses may be wondering why they need a DNP degree when they have been successfully practicing with their current academic preparation.…”

Section: Clarity or Confusionmentioning

confidence: 99%

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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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Section: Clarity or Confusionmentioning

confidence: 99%

“…Likewise, future research should investigate the contributions and value of the DNP degree. [7,12,25] Graduates from DNP programs should be prepared to fully articulate their distinct contributions to the nursing profession and encouraged to disseminate their accomplishments in various forms.…”

Section: Role Stressmentioning

confidence: 99%

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

Mancuso

Udlis

Anbari

2016

JNEP

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“…Approximately 4,907 nursing students were enrolled in research-focused doctoral programs (PhD), and 9,094 nursing students were enrolled in practice-focused doctoral programs (DNP) in nursing in 2012 [9] . There is concern that with the rapid growth in DNP programs and the current overall faculty shortage, implementation DNP curricula will occur at the cost of other nursing educational programs, specifically the PhD prepared research doctorate [12] .…”

Section: Current Trends In Nursing Doctoral Educationmentioning

confidence: 99%

“…Unfortunately, there continues to be some confusion concerning the two doctoral nursing degrees, which may be exacerbated by the various levels of preparation for nurses, nurse practitioners, and/or advanced practice nurses [12] . The potential graduate student may be confused by the varied and confusing nomenclature used by universities in the description of the two degrees [15] .…”

Section: Current Trends In Nursing Doctoral Educationmentioning

confidence: 99%

Student nurse perception of doctoral graduate programs

Ward-Smith

Peterson

Kimble

2014

JNEP

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Purpose: The purpose of this study was to explore the perception of nursing students, enrolled in either a DNP or PhD program, of the roles and responsibilities of nurses with terminal degrees. Using the items identified by position statements from the AACN, a study-specific Likert-response survey was developed.Data sources: Data were collected from 199 students, presently enrolled in either a DNP or PhD program. Survey Monkey® was used to collect these data. Study consent was implied upon submission of the survey responses. Descriptive statistics were used to describe the roles/responsibilities of each degree.Finding / Results: Discriminating the role/responsibility of the DNP and PhD-prepared nurse, with respect to research or clinical focus, was clear. Leadership, mentoring, and dissemination of knowledge activities were perceived to be a responsibility of the nurse educated with either degree. Policy activities, utilizing theory for research and/or practice, data analyses, and mentoring activities were not identified as critical to either role.Implications: These data identify course content which should be included in each educational program. These results also describe areas in which additional focus is needed to clarify the roles/responsibilities of the DNP and PhD-prepared nurse.

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“…Also advocating for a more prudent approach to the American Association of Colleges of Nursing's (AACN) DNP recommendations were two essential articles titled Reflections On The Doctorate Of Nursing Practice, (Dracup, Cronenwett, Meleis & Benner, 2005) and The Doctor Of Nursing Practice: A National Workforce Perspective (Cronenwett et al, 2011). In the first article, the authors welcomed the renewed interested in a practice doctorate but expressed significant uncertainty about the social and economic benefits of the degree, the potential for further faculty shortages in academia, and the exacerbation of the already critical shortage amongst the APRN practitioners.…”

Section: The Dnp Support and Scrutinymentioning

confidence: 99%

The DNP: A Descriptive Study of Student Experiences and Factors Contributing to Pursuing this Degree

Neilson

2014

Preprint

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Since 2004 discourse pertaining to a terminal clinical degree in nursing has increased nationally, however few articles were found that discussed why advanced practice registered nurses (APRNs) were choosing to pursue this degree, and their lived experiences while doing so. This descriptive, qualitative research study aimed to identify contributing factors in the decision to pursue the DNP degree, and to explore the experiences of DNP student experiences. Rogers' theory of diffusion of innovations (2003) guided the study. Snowball recruitment led to seven participants from who data was collected using email conversations. Five major themes were identified: (1) personal development, (2) achieving personal goals, (3) professional advancement, (4) program attibutes and (5) relationship with others. Implications exist for the nurse contemplating this degree, for faculty who educate APRNs, and for program directors as they structure learning environments and recruit new enrollees. Recommendations include the clarification of the DNP role in the delivery of healthcare services, to identify why so few of the respondents intend to use this degree in clinical practice, and for future research into how online nursing programs can use technology to effectively teach DNPs.

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The Doctor of Nursing Practice: A national workforce perspective

Cited by 75 publications

References 13 publications

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

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

Student nurse perception of doctoral graduate programs

The DNP: A Descriptive Study of Student Experiences and Factors Contributing to Pursuing this Degree

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