An Academic–Practice Partnership to Advance DNP Education and Practice

Howard, Patricia Kunz; Williams, Tracy E.

doi:10.1016/j.profnurs.2016.08.010

Cited by 19 publications

(6 citation statements)

References 12 publications

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“…Academic service partnerships (ASPs) are established strategic relationships between educational and clinical practice settings that advance practice, education, innovation and research, leveraging the talents of both partners and thus, advancing mutual interests and priorities [ 1 ]. Nursing partnerships between an academic entity and a healthcare organization serve as a mechanism for: (a) nurses to develop and lead change across healthcare systems, (b) students to use the knowledge and skills learned, optimize their potential to full-scope practice, and enhance lifelong-learning [ 2 ]. Key attributes of these partnerships include collaboration, leadership support across both organizations, engagement in scholarly activities that address community-based needs, and frequent partner communication [ 3 , 4 ].…”

Section: Introductionmentioning

confidence: 99%

Academic service-learning nursing partnerships in the Americas: a scoping review

et al. 2021

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Background Academic service-learning nursing partnerships (ASLNPs) integrate instruction, reflection, and scholarship with tailored service through enriched learning experiences that teach civic responsibility and strengthen communities, while meeting academic nursing outcomes. Objective: This scoping review aimed to identify, appraise, and synthesize evidence of community focused ASLNPs that promote primary health care throughout the Americas region. Methods A systematic search of PubMed, CINAHL, Scopus, Google Scholar, and LILACS English-language databases was performed in accordance with PRISMA guidelines. Full-text articles published since 2010 were reviewed using an inductive thematic approach stemming from the “Advancing Healthcare Transformation: a New Era for Academic Nursing Report” and the Pan American Health Organization “Strategic Directions for Nursing.” Results A total of 51 articles were included with the vast majority 47 (92.1 %) representing North America. Structured, established relationships between an academic nursing institution or program and one or more community serving entities resulted in high levels of effectiveness and innovation across settings. Five themes emerged: (a) sustaining educational standards and processes - improving academic outcomes (25.5 %), (b) strengthening capacity for collaborative practice and interprofessional education (13.7 %), (c) preparing nurses of the future (11.8 %), (d) enhancing community services and outcomes (21.6 %), and (e) conceptualizing or implementing innovative academic nursing partnerships (27.4 %). A synthesis of conceptual frameworks and models revealed six focus areas: communities/populations (26.2 %), nursing (26.2 %), pedagogy (19 %), targeted outreach (14.3 %), interprofessional collaboration (11.9 %), and health determinants (9.5 %). A proliferation in US articles, triggered by nursing policy publications, was confirmed. Conclusions ASLNPs serve as mechanisms for nurses and faculty to develop and lead change across a wide variety of community settings and healthcare systems, develop scholarship, as well as for students to apply the knowledge and skills learned. Given the lack of geographically broad evidence, successes and challenges across U.S. partnerships should be viewed cautiously. Nevertheless, ASLNPs can play a critical role towards meeting the goal of universal health access and coverage through partnering with the education sector. Further investigation of grey literature as well as Spanish and Portuguese language literature from Latin American and Caribbean countries is highly recommended.

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Section: Introductionmentioning

confidence: 99%

Academic service-learning nursing partnerships in the Americas: a scoping review

et al. 2021

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“…The APPM is a contractual agreement between an educational institution and a community agency, assuring a pathway for DNP students to apply acquired knowledge through project management skills 13,14 . Benefits of the APPM are: To provide a means for DNP students to experience real‐world learning to practice change management and problem‐solving through the application of evidence‐based practice, 15‐17 To expose the student to the community simultaneously building the community's confidence in the expertise of DNP graduates and the contributions provided, 15‐17 To assist universities in enhancing access to immersion experiences, and 15 To promote a meaningful “win‐win” between both partner agencies to encourage the transformation of healthcare 8 …”

Section: Designmentioning

confidence: 99%

“…Evidence suggests that foundational elements should be present to build a robust partnership. These include a written contract between agencies outlined with goals and an evaluation plan to assess the desired objectives 13,14,16 . Including a meaningful DNP project topic to expose the student to real‐world problem‐solving skills will provide both parties with a foundation for a collaborative and significant experience.…”

Section: Designmentioning

confidence: 99%

From policy to practice: A DNP student perspective

2021

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Background Healthcare's rapid evolution has increased focus on doctoral nursing education and expanded experiential immersion opportunities created through innovative academic–community partnerships. Methods A partnership between an academic institution and a state board of nursing was formed to provide two Doctorate of Nursing Practice (DNP) students with a fellowship opportunity to learn health policy, strategy, and systems thinking which culminated in participation in a state‐wide collaborative and published report. Results Practicum experience outcomes consisted of learner comprehension of DNP Essential II as evidenced by attendance at health policy meetings, participation in state‐wide Summit planning meetings with community partners and Summit participation, facilitation and follow‐up report contribution. Conclusions Providing students with a practicum experience based on the DNP essentials promotes a curriculum based on scholarly evidence to assure the DNP will be competent to face current demands in healthcare. Experiential learning provides a framework for the DNP to fulfill curriculum while applying skills learned in a real‐world environment.

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“…There have been several papers in the nursing literature between 2013–2019 that have described curricular and educational approaches to guiding students in the development of DNP projects (Brown & Crabtree, 2013; Kirkpatrick & Weaver, 2013; Waldrop, Caruso, Fuchs, & Hypes, 2014), DNP project topics (Howard & Williams, 2017; Minnick, Kleinpell, & Allison, 2019) and the quality of measurement and analyses used in DNP project reports across schools in the USA (Dols, Hernandez, & Miles, 2017; Roush & Tesoro, 2018). Roush and Tesoro (2018) examined 65 DNP project reports stored in the electronic dissertation and thesis database, ProQuest ® .…”

Section: Introductionmentioning

confidence: 99%

A 10‐year evaluation of projects in a doctor of nursing practice programme

Turkson‐Ocran

Spaulding

Renda

et al. 2020

Journal of Clinical Nursing

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Aims and objectives: The role of professional doctorates is receiving increased attention internationally. As part of building the rigour and scholarship of these programmes, we assessed projects undertaken as part of a doctor of nursing practice (DNP) programme at Johns Hopkins University. Recommendations for programme development in professional doctorates are provided. Background: Past research has described the methodologic limitations and dissemination of DNP projects. However, few studies have provided recommendations for strengthening these projects and alternative strategies for achieving scale in larger student cohorts. Design: A descriptive study reported in accordance with STROBE guidelines. Methods: From 2009-2018, 191 final DNP project reports were obtained from the DNP programme administrator. Essential project characteristics from the papers were extracted, including use of theoretical framework, design, setting, sample and dissemination through publication. To determine whether the results of the projects had been published, the title and student's name were searched in Google Scholar and Google. Results: Of the 191 projects, 83% focused on adults and 61% were conducted in the hospital setting. Sample sizes ranged from 7 to 24,702. Eighty per cent of the projects employed a pretest/post-test design, including both single and independent groups. The projects spanned six overarching themes, including process improvement, clinician development, patient safety, patient outcome improvement, access to care and workplace environment. Twenty-one per cent of the project findings were published in scholarly journals. Conclusions: Conducting a critical review of DNP projects has been useful in refining a strategy shifting from incremental to transformative changes in advanced practice. | 4091 TURKSON-OCRAN eT Al.

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An Academic–Practice Partnership to Advance DNP Education and Practice

Cited by 19 publications

References 12 publications

Academic service-learning nursing partnerships in the Americas: a scoping review

Academic service-learning nursing partnerships in the Americas: a scoping review

From policy to practice: A DNP student perspective

A 10‐year evaluation of projects in a doctor of nursing practice programme

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