scholarly journals A Modified Decision Making e-Delphi Study of Canadian Schools of Nursing Academic Leaders’ Perceptions of the Doctor of Nursing Practice (DNP) Degree as Educational Preparation for Nursing Faculty

2019 ◽  
Author(s):  
Elijah John Ahlquist ◽  
Pammla Petrucka ◽  
Sandra Bassendowski ◽  
Diane Dahl
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Delphi Study ◽  
Nursing Practice ◽  
The United States ◽  
Unexpected Finding ◽  
Faculty Role ◽  
Doctor Of Nursing Practice ◽  
Educational Preparation ◽  
The Impact

Abstract Objective A shortage of doctorally prepared nursing educators is a significant challenge for Canadian undergraduate nursing education. Given the propensity for Canadian nurses to pursue doctoral education in the United States of America (USA), coupled with the extant nursing faculty shortages, the emergence of the American Doctor of Nursing Practice (DNP) degree is a potential alternative to the traditional PhD degree. The aim of this modified e-Delphi study is to explore perceptions of this degree as educational preparation for a faculty role. To this end, the research questions explore the key attributes in the selection of nursing faculty, the impact of tenure and promotion on faculty possessing practice-based terminal degrees, and the potential academic role for DNP-prepared faculty within the Canadian context. Results The findings suggest that research ability is an essential attribute for a faculty role, especially in a university setting, because of the emphasis placed on it within systems of tenure. An unexpected finding is the desire to recognize alternate forms of scholarship within systems of tenure. The participants also expressed that DNP-prepared faculty are suited to teaching track positions. On this basis, further research should be undertaken to expand on the findings of this exploratory study.

Practicing DNPs’ Perceptions of the DNP

2013 ◽  
Vol 6 (2) ◽  
pp. 91-97 ◽  
Author(s):  
Pamella Stoeckel ◽  
Cheryl Kruschke
Keyword(s):  
United States ◽  
Health Care ◽  
The United States ◽  
Added Value ◽  
Doctor Of Nursing Practice ◽  
Educational Preparation ◽  
Practice Nurses ◽  
Key Informant ◽  
Insight Into

This qualitative key informant study examined the emerging role of the doctor of nursing practice (DNP) degree to fill a gap in health care in the United States. Although the DNP degree was proposed to bring added value to the health care system, it is new with little research to confirm the assumption. This research addressed this need by phone interviews of 12 practicing DNPs in the United States. Questions asked of the participants focused on differences in role/practice as a DNP and challenges faced. The interviews were audiotaped, transcribed, and responses coded for themes. Five broad categories with relational themes emerged from the data of DNPs perceptions of their practices. The categories included educational preparation, practice settings, role acceptance, leadership, and challenges. The results of this study provide insight into the perceptions of practicing DNPs experiencing adjustment to practice as a DNP. These perceptions aid other DNPs and educators in preparing advance practice nurses for the future.

scholarly journals Clinical Adjunct Nursing Faculty Virtual Mentoring Experience:A Qualitative Study

2021 ◽  
Vol 04 (03) ◽  
Author(s):  
Jennifer Reyes ◽  
Keyword(s):  
Nursing Education ◽  
Adjunct Faculty ◽  
Nursing Faculty ◽  
The United States ◽  
New Faculty ◽  
Virtual Mentoring ◽  
School Of Nursing ◽  
Qualitative Research Design ◽  
Proper Training ◽  
Adjunct Nursing Faculty

Nursing and nursing education have been surrounded by discussions of shortages for many years. The United States lacks qualified nurses to care for its aging and increasing acutely ill population. The lack of qualified nurses stems back to several issues, at the forefront, a lack of qualified nurse educators. Due to the demand for skilled and competent nursing faculty, schools of nursing have been utilizing bedside nurses to teach in the clinical setting. While many are experienced bedside nurses, they may not be formally prepared to teach students. Clinical adjunct nursing faculty are also unique because they may never step foot on a college or school of nursing campus, teaching exclusively at the clinical site. This can lead to feelings of stress and lack of support from the other faculty members. It may also make it difficult to help prepare and guide clinical adjunct faculty as they teach and encounter educational issues without proper training. Mentoring is routinely cited as valuable to new faculty transitioning to the education role. The purpose of this study was to explore a new trend in mentoring, virtual mentoring, and determine if it is of value to clinical adjunct nursing faculty. Guided by a basic qualitative research design, eleven clinical adjunct faculty who have experienced virtual mentoring were interviewed in order to gather their perspective of the process and formulate interventions that may enhance the virtual mentoring process for this faculty population.

Nursing, Ethics, and Healthcare Policy

2011 ◽  
pp. 200-206
Author(s):  
Marilyn Jaffe-Ruiz ◽  
Sarah Matulis ◽  
Patricia Sayre
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Shortage ◽  
The United States ◽  
Healthcare Policy ◽  
Nursing Leadership ◽  
Economically Disadvantaged Students ◽  
Safe Patient Care ◽  
International Recruitment ◽  
The Impact

This chapter examines and analyzes ethical problems associated with the global nursing shortage, the international recruitment of nurses, and the strategies healthcare systems and governments use to minimize the impact of the nursing shortage within their borders. An argument is made that a more appropriate solution to the U.S. nursing shortage is not to pull from already burdened systems, but rather to recruit and provide financial aid to potential nursing students, especially underrepresented and economically disadvantaged students, from within the United States. Implications for migration, education, and healthcare policy are explored. Resulting challenges for nursing leadership and demands on nursing education are addressed, as well as approaches for addressing the issues of providing safe patient care, a satisfying work environment, and professional development.

Faculty Role in Retaining Hispanic Nursing Students

2010 ◽  
Vol 16 (2) ◽  
pp. 80-83 ◽  
Author(s):  
Margarita Vélez-McEvoy
Keyword(s):  
Health Care ◽  
Nursing Students ◽  
Nursing Faculty ◽  
Health Care Disparities ◽  
Hispanic Students ◽  
The United States ◽  
Nursing Workforce ◽  
Minority Population ◽  
New Paradigm ◽  
Faculty Role

Hispanics, the fastest-growing minority population in the United States, make up only 5% of the nursing workforce. To help eliminate health care disparities, recruiting and retaining Hispanic nursing students is a necessary step. This article discusses barriers that Hispanic students encounter and responsibilities of nursing faculty in retaining Hispanic students, and proposes the use of frameworks that enhance a new paradigm to encourage more inclusive teaching in a positive environment.

Research and the Doctor of Nursing Practice

2009 ◽  
Vol 23 (1) ◽  
pp. 13-17 ◽  
Author(s):  
Kristine L. Florczak
Keyword(s):  
Nursing Practice ◽  
American Association ◽  
Healthcare Providers ◽  
Position Statement ◽  
Nursing Research ◽  
Institute Of Medicine ◽  
Doctor Of Nursing Practice ◽  
Quality In Healthcare ◽  
The Impact ◽  
Educating Nurses

This column concerns itself with the issue of research and the doctor of nursing practice. The reports of the Institute of Medicine about patient safety, quality in healthcare, and the restructuring of education of healthcare providers are reviewed. The reasons for the creation of the doctor of nursing practice are illuminated along with the essentials of educating nurses for the role and the position statement on nursing research by the American Association of Colleges of Nursing. Finally, the impact that those with a doctor of nursing practice who conduct nursing research may have on the discipline of nursing is considered.

DNP Residency: A Model for the Clinical Doctorate

2008 ◽  
Vol 1 (2) ◽  
pp. 81-85
Author(s):  
Judy Honig ◽  
Janice Smolowitz
Keyword(s):  
Nursing Education ◽  
Nursing Practice ◽  
Clinical Settings ◽  
Clinical Practicum ◽  
Doctor Of Nursing Practice ◽  
Delivery Of Care ◽  
Clinical Doctorate ◽  
Over Time

The doctor of nursing practice clinical residency is a key component of doctoral nursing education that combines clinical practicum with scholarly reading and seminars to provide an in-depth experience for students. During the residency students integrate and synthesize knowledge by demonstrating competency in an area of nursing practice and completing a scholarly project. This article describes a doctor of nursing practice residency for students whose focus is the delivery of care to a panel of patients across clinical settings over time.

Nationwide Doctor of Nursing Practice/Advanced Practice Registered Nurse Survey on Roles, Functions, and Competencies

2017 ◽  
Vol 10 (2) ◽  
pp. 108-112 ◽  
Author(s):  
Michael A. Carter ◽  
Michaela Jones
Keyword(s):  
Nursing Practice ◽  
Clinical Care ◽  
Initial Study ◽  
Comprehensive Care ◽  
Advanced Practice ◽  
Certification Examination ◽  
Convenience Sample ◽  
Doctor Of Nursing Practice ◽  
Educational Preparation ◽  
Complex Patients

Educational preparation for advanced practice registered nurses (APRNs) continues to shift from the master’s degree to the doctor of nursing practice (DNP). Previous analysis of the roles, functions, and competencies of APRNs by Honig, Smolowitz, and Smaldone (2011) identified differences in practice between Master’s of Science in Nursing (MSN)- and DNP-prepared APRNs. The aim of this study was to use the survey instrument created by Honig et al. to survey DNP/APRNs from across the nation and gain insight into their roles, competencies, and functions. A convenience sample was drawn from DNP graduates from the 13 schools provided by the American Board of Comprehensive Care (ABCC) as eligible to sit for the ABCC examination. A total of 375 individuals from 33 states who reported that they were in practice as a nurse practitioner (NP) completed the survey. Differences between the initial study and this study indicated that DNP NPs currently provide care across settings but with less inpatient care, less subacute care, and less palliative care than was reported in the initial analysis. Pregnancy-related care was the least common clinical service provided. Overall, this research indicates that DNP NPs prepared in comprehensive care are providing direct clinical care across settings to complex patients consistent with the comprehensive care domains for the ABCC certification examination (Honig et al., 2011).

Transformational Leadership in Nursing Education

2017 ◽  
Vol 30 (2) ◽  
pp. 124-128 ◽  
Author(s):  
Shelly Ann Fischer
Keyword(s):  
Transformational Leadership ◽  
Nursing Education ◽  
Nursing Practice ◽  
Positive Influence ◽  
Nursing Profession ◽  
Test Application ◽  
Leadership Framework ◽  
The Impact

Transformational leadership is a trending style and competency that has been embraced by many industries and nursing practice settings. Similar positive influence on follower engagement, teamwork, and solidarity might be experienced if transformational leadership is employed by administration and faculty as a guiding framework for nursing education. The impact of embedding a teamwork culture in basic nursing education could be significant on students and ultimately on the nursing profession. Further research is needed to develop and test application of the transformational leadership framework in nursing education.

scholarly journals Exploring the Necessity of the Establishment of Doctor of Nursing Practice Program from expertise’s view; A Qualitative Study

2020 ◽  
Author(s):  
mozhgan rivaz
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Qualitative Data ◽  
Nursing Practice ◽  
Qualitative Approach ◽  
Faculty Members ◽  
Structured Interviews ◽  
Doctor Of Nursing Practice ◽  
Managing Change ◽  
Clinical Nursing

Abstract Background Complex healthcare landscape increasingly demands leaders who are adept at managing change in health care environments. The doctor of nursing practice (DNP) prepares nurses for the most advance level of clinical nursing practice. The aim of this study was to explore the necessity of the establishment of the DNP program in Iran from expertise’s view.Methods This study was conducted using a qualitative approach. The participants included thirteen faculty members and PhD candidates who were selected through a purposive sampling. Data were collected through focus group and semi-structured interviews, and analyzed using qualitative content analysis.Results Qualitative data analysis resulted in two main categories: “provide infrastructures” and “DNP: as an opportunity to drive positive changes” with two categories respectively.Conclusion The findings showed although DNP as an opportunity to drive positive changes is necessary in the nursing education, but inadequate resources, cultural, social, and economic differences in the developing countries especially in Iran, are important limitations of the implementation of the DNP. Therefore, a multidisciplinary collaboration to provide a well-integrated means of meeting the needs of the patients recommended for better designing of the DNP and break down the obstacles.

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