Defining and describing capacity issues in U.S. Doctor of Nursing Practice programs

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

“…Currently, wide variation exists across the country in the approach and expectations regarding scholarly formation. According to Minnick, Norman, and Donaghey (2013), 51% of DNP programs surveyed indicated no requirements for any external scholarly activities, such as submitting an article for publication, presenting at a conference, or attending a conference. There is also variation across the country regarding the "Final DNP project" (Brown & Crabtree, 2013;Minnick, Norman, and Donaghey (2013)).…”

“…According to Minnick, Norman, and Donaghey (2013), 51% of DNP programs surveyed indicated no requirements for any external scholarly activities, such as submitting an article for publication, presenting at a conference, or attending a conference. There is also variation across the country regarding the "Final DNP project" (Brown & Crabtree, 2013;Minnick, Norman, and Donaghey (2013)). The DNP Essentials (2006) identify that doctoral education is distinguished by the completion of a specific project that demonstrates synthesis of the student's work and lays the groundwork for future scholarship.…”

“…Brown and Crabtree (2013) identified 31 different names for the DNP project with types of projects ranging from a professional portfolio to clinical dissertations to practice change projects. Furthermore, Minnick et al (2013) reported variation with project supervision with faculty members per project ranging from one (22%) to more than six (6%). Clearly, the scholarly formation and milestones of DNP education are not well established at this point.…”

“…Thus a need exists for education and the expectation of scholarly outputs at the DNP level. Minnick et al, (2013) reported that 48% of all U.S. DNP programs (n = 130) require that the student submit an article for publication. In addition, a wide variation of scholarly requirements were reported.…”

Challenges of PhD Graduated Nurses for Role Acceptance as a Clinical Educator: A Qualitative Study

“…8 Previous studies highlights that PhD graduated in nursing programs should be prepared for academic work, especially for their role as academic nurse educator. 9,10 They also need to develop essential competencies and skills which are needed for teaching in different fields of nursing. 11 However, some studies reported concerns about the quality of nursing doctoral programs, especially concerns was related to insufficient preparing of doctoral student for their future role as a faculty member.…”