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"Doctor of nursing practice"

Patricia Conley
The need for highly skilled and knowledgeable critical care nurses continues to evolve today and will in the future. Demands in critical care medicine for nurses with advanced degrees (master's in nursing: clinical nurse specialist; or doctorate in nursing: doctorate of philosophy in nursing or doctor of nursing practice) working in intensive care units or progressive care units can help meet these challenges. Nurses with certification and advanced degrees in nursing can be employed to work in 1 or combined roles such as nurse leaders and nurse researcher or intermittently fulfill roles as bedside nurses...
March 2019: Dimensions of Critical Care Nursing: DCCN
Anna Marrocco, Maher M El-Masri
No abstract text is available yet for this article.
January 21, 2019: Canadian Journal of Nursing Research, Revue Canadienne de Recherche en Sciences Infirmières
Linda Cowan, Tonja Hartjes, Shannon Munro
BACKGROUND AND PURPOSE: Within nursing education, the existence of two graduate-level programs has created some challenges. Role confusion between the practice-focused Doctor of Nursing Practice (DNP) and the research-focused Doctor of Philosophy (PhD) is compounded by competition for similar positions. Collaboration between DNP and PhD nurses, however, benefits the health care system and patients. METHODS: The complementary skills of these two groups of nurses are detailed, and a model for building PhD-DNP partnerships is presented based on a collaborative PhD-DNP project that resolved a negative trend in outcomes from cardiac surgery...
December 26, 2018: Journal of the American Association of Nurse Practitioners
Kelley M Anderson, Diane Davis, Maureen Kirkpatrick McLaughlin
BACKGROUND: Faculty in Doctor of Nursing Practice (DNP) programs identify challenges of increased enrollment and variances in previous student educational preparation and professional experiences that require innovative approaches to curriculum transformation. PURPOSE: This article informs nurse educators about the vibrant and inclusive approach of universal design for instruction (UDI), a framework to conceptualize and implement learning strategies in the DNP curriculum...
December 20, 2018: Nurse Educator
Ann F Minnick, Ruth Kleinpell, Terri L Allison
There is limited information about the careers, roles and views of doctor of nursing practice (DNP) graduates. This study describes the labor participation, post-graduation work activities, and perceptions of 1,308 DNP members of three professional nursing organizations who completed a 2017 survey (32% response rate). More than 70% of respondents reported substantial improvements in quality improvement, evidenced based practice and leadership abilities. Twenty-two percent of respondents noted the degree was required by their employer and most of these held educational positions...
November 2, 2018: Nursing Outlook
Gordana Dermody, Jane Tiedt
Programs with several paths to the Doctor of Nursing Practice (DNP) face significant difficulties in preparing clinical scholars who can transform healthcare. While Post-Baccalaureate to DNP (BSN-DNP) programs are fulfilling the Institute of Medicine's mandate for seamless academic progression, several factors need to be considered for students' successful program completion. These factors include: (1) the students' stage of cognitive development for strategic thinking (metacognition); (2) students' tendency to underestimate the rigors of doctoral educational requirements; and (3) faculty challenges in helping students to acquire skills needed to complete the DNP project...
December 19, 2018: Nursing Forum
Laura Fennimore, Dorothy Wholihan, Susan Breakwell, Pamela Malloy, Rose Virani, Betty Ferrell
Doctor of Nursing Practice (DNP) faculty play a critical role in preparing students to meet the complex needs of the nation as the number of cancer rates and survivors rise (National Cancer Institute, 2018) and as an unprecedented number of older Americans enter into the healthcare system with complicated comorbidities (Whitehead, 2016). Palliative care has dramatically expanded over the past decade and has been increasingly accepted as a standard of care for people with cancer and other serious, chronic, or life-limiting illnesses...
November 2018: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
Elizabeth A Carlson, Beth A Staffileno, Marcia Pencak Murphy
As the Doctor of Nursing Practice (DNP) degree continues to evolve, challenges exist with the scholarly project. The American Association of Colleges of Nursing (AACN) has set forth guidelines for the DNP project (2015), however, at this point there is variation with respect to the structure of the DNP project team. This is particularly important given the: 1) growing number of DNP students; 2) need to foster scholarship; and 3) necessity for ensuring rigor of this degree (Waldrop, Caruso, Fuchs & Hypes, 2014)...
November 2018: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
Annie Rohan, Judith Fullerton
BACKGROUND: Scholarly writing, although central to the completion of doctoral studies, is often not supported by systematic teaching/learning approaches that specifically help students to convey scholarship through writing. The purpose of this project was to promote writing as an essential component of scholarship, provide opportunities for students to develop a self-awareness of confidence in writing and challenges to writing, and to improve writing competence. METHODS: An innovative set of peer-supported interventions was embedded within a core foundational course in a Doctor of Nursing Practice (DNP) programme during the first academic semester as part of a continuing quality improvement process to improve DNP student writing...
December 3, 2018: Clinical Teacher
Todd E Tussing, Bevra Brinkman, Deborah Francis, Brenda Hixon, Ruth Labardee, Esther Chipps
This article describes the initiatives of doctorate of nursing practice (DNP)-prepared nurses in a large healthcare system supporting the DNP competencies as outlined by the American Association of Colleges of Nursing. The goal of this group was to demonstrate the impact of DNP education on the roles for nurse administrators, advanced practice nurses, and educators in a large health system. Exemplars profile nurse administrators, clinical nurse specialists, and a nurse educator.
December 2018: Journal of Nursing Administration
Meigan Robb, Diane F Hunker
BACKGROUND: Students enter Doctor of Nursing Practice (DNP) programs for varying reasons. An understanding of motivational factors is needed so nurse educators can address upon program entry student engagement strategies to promote retention and success in completing a DNP program. This article presents the findings of a descriptive study that explored newly admitted students' motivational factors for pursing DNP education. METHOD: A 20-item online survey was distributed to newly admitted DNP students at a university in western Pennsylvania...
November 1, 2018: Journal of Nursing Education
Nicole Garritano, Melissa Stec
BACKGROUND: Doctor of nursing practice (DNP) students need to develop health policy competencies. The American Association of Colleges of Nursing formed the Faculty Policy Think Tank (FPTT) in 2015, which developed recommendations about health policy curriculum at all levels of nursing education including the DNP. PROBLEM: Prior to the FPTT recommendations, there were no standardized examples of health policy competencies and their evaluation. APPROACH: A DNP health policy course was redesigned based on the FPTT recommendations...
October 26, 2018: Nurse Educator
Angela M McNelis, Kristina Thomas Dreifuerst, Rhonda Schwindt
BACKGROUND: Despite increased enrollment in doctoral programs and the encouraging numbers of graduates intending to pursue faculty positions, lack of adequate preparedness to assume the faculty role may adversely impact retention and consequently undermine efforts to reduce the shortage. PURPOSE: Understanding doctoral nursing students' and recent graduates' expectations of their educational experience related to preparation for an academic career is needed to inform curricular revisions and advise guidance to ensure role readiness...
September 25, 2018: Nurse Educator
Pamela B de Cordova, Mary Beth Wilson Steck, Amber Vermeesch, Natacha Pierre, Audra Rankin, Jennifer M Ohlendorf, Sherry Lawrence, Anne Derouin
AIM: The aim was to understand how health policy education is currently being delivered in the United States' graduate nursing programs. METHODS: This exploratory cross-sectional design used an anonymous online survey to target graduate nursing students attending American Association of College of Nursing (AACN) member institutions. RESULTS: Over 75% of the sample (n = 140) reported taking a dedicated health policy course and 71.5% ( n = 131) of the sample responded that a health policy course was required and an equal distribution among master's and doctoral students...
September 9, 2018: Nursing Forum
Phyllis P Wright, John N Cranmer
Academic and clinical site partnerships are not new. However, many of these have not resulted in graduates of nursing education programs who are prepared to fulfill their full potential as newly employed professionals. This article describes an education program for Doctorate of Nursing Practice (DNP) students in which the students, under the close supervision of academic faculty, utilize their statistical analyses and complex system coursework to study and address "wicked" problems faced by health care organizations...
October 2018: Nursing Administration Quarterly
Mary M Rock
BACKGROUND: Perinatal depression (PD) screening has been defined for decades, but treatment remains ill-defined, with few mental health (MH) providers helping depressed women during this delicate time. The nurse practitioner (NP) is in a position to help women through PD with the use of a collaborative treatment model. AIMS: This DNP (doctor of nursing practice) inquiry investigated a stepped collaborative care model (CCM) to see whether the PD model improved time from referral to evaluation and decreased depression scores over a 6-month treatment period for women who came to an NP MH practice...
August 23, 2018: Journal of the American Psychiatric Nurses Association
Karen Hande, Tom Christenbery, Julia Phillippi
BACKGROUND: Traditional advising may not meet the needs of doctor of nursing practice (DNP) students. Founded on the principles of appreciative inquiry, appreciative advising serves as a promising alternative model. PURPOSE: The purpose of this pilot study was to determine feasibility of a DNP appreciative advising model to advise students through the rigors of DNP education and improve student and faculty satisfaction. METHODS: Faculty were oriented to the model and provided comprehensive guidebooks...
August 21, 2018: Nurse Educator
Marcie Dianne Lusk, Colleen Marzilli
Doctorally prepared nurses are well equipped to provide solutions to complex issues in today's rapidly changing health care environment. Collaborative relationships between doctor of nursing practice (DNP)- and doctor of philosophy (PhD)-prepared nurses facilitate timely translation of research into practice, enhanced educational opportunities, and development of interventions to improve health outcomes; however, challenges have been identified that hinder collaboration. This article highlights a three-pronged innovative and structured approach to identify individual student strengths, facilitate collaboration among DNP and PhD students, and set the foundation for implementation of a strengths-based curriculum during the doctoral educational experience...
September 2018: Nursing Education Perspectives
Amber Vermeesch, Patricia H Cox, Sarah Baca, Derek Simmons
Nurse practitioners frequently encounter ethical dilemmas, and their identification is essential to effective resolution. An innovative approach involving collaboration between doctor of nursing practice (DNP) and doctor of philosophy (PhD) faculty was used to address this need in a graduate nursing program. The results included a broader understanding of the synergy of the two educational backgrounds in translating and delivering evidence-based practices. The development and use of realistic case studies was a teaching strategy for ethics education...
September 2018: Nursing Education Perspectives
Aaron M Sebach, Kristy S Chunta
The advancement of the doctor of nursing practice (DNP) degree and the need for nurse researchers with a doctor of philosophy (PhD) has led to significant growth in doctoral nursing education. Some DNP graduates have chosen to pursue a second terminal degree. This descriptive study explored the experiences of students completing a DNP-to-PhD pathway program. Data analysis revealed that DNP-to-PhD students desired acceptance in academia. Implications suggest the need for additional pathway programs, clear communication about program outcomes for both degrees, formal teaching preparation for all nurse educators, and collaborative opportunities for DNP- and PhD-prepared faculty...
September 2018: Nursing Education Perspectives
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