The Doctor of Nursing Practice and Nursing Education: Highlights, Potential, and Promise

Danzey, Ida Maria; Ea, Emerson; Fitzpatrick, Joyce J.; Garbutt, Susan J.; Rafferty, Margaret; Zychowicz, Michael E.

doi:10.1016/j.profnurs.2011.06.008

Cited by 24 publications

(10 citation statements)

References 14 publications

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“…The DNP degree was envisioned as a terminal degree in nursing practice, for the purpose of enhancement of the clinical practitioner workforce . Nevertheless, clinicians with DNP degrees are also working in nursing education and in nursing scholarship . The full impact of this change in midwifery education and clinical practice will become more evident in the next 3 survey years (2012 to 2014).…”

Section: Discussionmentioning

confidence: 99%

Findings From the Analysis of the American College of Nurse‐Midwives’ Membership Surveys: 2009 to 2011

Schuiling¹,

Sipe²,

Fullerton³

2013

J Midwife Womens Health

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Very little change in diversity was observed over the 3 survey years. The number of CNMs earning the doctor of nursing practice degree is increasing, whereas other doctoral degree categories remain stable. The majority of CNMs/CMs continue to identify a broad domain of clinical midwifery practice as their primary responsibility in their employment. The majority of respondents attend births, but the proportion has been decreasing slightly over time. Salaries for midwives continue to rise, but the reasons for this are unclear.

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Section: Discussionmentioning

confidence: 99%

Findings From the Analysis of the American College of Nurse‐Midwives’ Membership Surveys: 2009 to 2011

Schuiling¹,

Sipe²,

Fullerton³

2013

J Midwife Womens Health

View full text Add to dashboard Cite

show abstract

“…[2] Moreover, discourse regarding an education-focused DNP curriculum continues anecdotally and in the literature. For example, Danzey et al [37] and O'Lynn [38] have advocated for programs that prepare the DNP educator for roles as faculty as well as academic leadership and administration with the ability of the DNP educator to advance scholarship. This type of debate regarding roles and expectations has been instrumental in moving the nursing profession forward through the years.…”

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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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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“…The BSN nurses who practiced in a clinical area before entering the Master's program generally have excellent clinical skills, but when employed as nursing faculty, generally have no teaching experience in academia. Therefore, masters faculty, as well as doctorally prepared faculty without teaching experience, will need orientation to distance accessible teaching [10][11][12] .…”

Section: Why the Shift To Distance Accessible Educationmentioning

confidence: 99%

Best practices for teachers new to distance education

Reed

2013

JNEP

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Distance education is an essential teaching strategy in nursing education, and the inclusion of distance accessible education in nursing programs requires that nursing faculty new to this area become knowledgeable of this teaching strategy. Therefore, the purpose of this article is to describe teaching strategies for teachers new to distance education including technology available to support courses, preparation for those courses, early student contact, and socialization into the course. Further, student assignments, evaluation, including peer evaluation, and timely feedback in regard to communication and evaluation are covered.

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The Doctor of Nursing Practice and Nursing Education: Highlights, Potential, and Promise

Cited by 24 publications

References 14 publications

Findings From the Analysis of the American College of Nurse‐Midwives’ Membership Surveys: 2009 to 2011

Findings From the Analysis of the American College of Nurse‐Midwives’ Membership Surveys: 2009 to 2011

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

Best practices for teachers new to distance education

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