"Doctor of nursing practice"

With supporting the best neurodevelopmental outcomes possible, the doctor of nursing practice project was constructed. An educational program was created for nursing staff discussing the importance of kangaroo care and how to safely facilitate it in the intensive care setting. Following the education completion, kangaroo care was implemented. Data were collected exploring barriers to implementation, discharge on maternal breast milk, and parental feedback.

Purpose: To evaluate the impact of an abbreviated (4-week) and asynchronous, mindfulness-based intervention (MBI) on nurses' perceived stress and mindful attention and awareness. Design: An evidence-based quality improvement pilot program. Methods: The participants ( n = 15 nurses) attended a 4-week, asynchronous MBI. The participants attended a 90-minute webinar on mindfulness as a prerequisite, followed by 4 weeks of guided meditation and informal mindfulness practice materials. The MBI was offered remotely with self-modulated practice...

In 2020, deans from top-ranked nursing schools authored a Nursing Outlook article titled, "Doctor of Nursing Practice (DNP) Degree in the United States: Reflecting, Readjusting, and Getting Back on Track." In 2022, the American Association of Colleges of Nursing published the report, "State of the Doctor of Nursing Practice Education."- Both have been critical to advancing national discussions on the implementation of a universal DNP practiceentry standard in nursing. This paper, written by Chief Nursing Officers from top-ranked academic medical centers, reports on perspectives from practice settings/employers regarding issues raised by educators and deans in those documents...

BACKGROUND: The aim of this project was to determine if the implementation of a three-tiered model consisting of a full board review course, round table case analysis, and on call scenarios in the final clinical course of the Family Nurse Practitioner Doctor of Nursing Practice program improved readiness for board certification testing for graduating students. METHODS: An anonymous pre- and post-survey design was utilized. Institutional Review Board (IRB) approval was obtained prior to implementation...

Background: The COVID-19 pandemic changed the landscape of healthcare, yet there is a gap in the literature concerning Doctor of Nursing Practice (DNP) experiences during the COVID-19 pandemic. Objective: To gather an authentic understanding of the DNP-prepared Advanced Practice Registered Nurse (APRN) experiences (stories) caring for patients during the COVID-19 pandemic. Methods: This was a qualitative narrative inquiry study. A purposive sample of DNP-prepared APRNs ( n = 8) was recruited to participate...

Background: Preparing graduate-level nurses to provide care via telehealth could both increase access to care and decrease healthcare costs. However, many nursing schools do not provide telehealth experiences, especially at the graduate level. Objective: The aim of this project is to incorporate telehealth simulations in the doctor of nursing practice (DNP) curriculum at the University of Miami School of Nursing and Health Studies. Methods: This quality improvement project used a posttest-only design. The Ottawa Model of Research Use guided the project...

Background: The pilgrimage of this Doctor of Nursing Practice project was to bring postpartum depression (PPD) out of the shadows and into the light. A gap existed in a postpartum ambulatory setting with the screening, detection, and treatment of PPD. Objective: A quality improvement project with an evidence-based standard of care for PPD screening was implemented with every postpartum patient. Methods: The Edinburgh Postnatal Depression Scale-10 (EPDS-10; Cox, et al., 1987) was used as a reliable and valid screening instrument to screen 46 postpartum women...

BACKGROUND: Advanced practice nursing in the United States is shifting toward doctoral certification, most commonly a Doctor of Nursing Practice degree. However, there is limited evidence that this transition improves clinical competence. PURPOSE: The aim of this study was to determine whether modifications in a nurse anesthesia curriculum that transitioned from a Master of Nursing to a Doctor of Nursing Practice program were associated with improved cognitive performance using an oral examination...

OBJECTIVES: To describe the development and refinement of an implicit bias recognition and management training program for clinical trainees. METHODS: In the context of an NIH-funded clinical trial to address healthcare disparities in hypertension management, research and education faculty at an academic medical center used a participatory action research approach to engage local community members to develop and refine a "knowledge, awareness, and skill-building" bias recognition and mitigation program...

Opioid overdose deaths remain a major public health concern in the United States and led to the recent changes in regulations that allow nurse practitioners (NPs) to prescribe buprenorphine without the previously required Drug Addiction Treatment Act waiver. Previously, waiver requirements included 24 hours of opioid use disorder (OUD) and medications for OUD (MOUD) training. Although this training is no longer required, NPs need education related to providing nonstigmatizing care to individuals with OUD and safe MOUD prescribing practices...

The purpose of this descriptive pilot survey was to understand the experiences of students completing scholarly work projects for practice doctorate programs. With this work, we hoped to fill the literature gap and to inform curriculum. A descriptive survey was used to answer the question: How do graduates of entry level and completion degree Doctor of Nursing Practice (DNP) and Doctor of Nurse Anesthesia Practice (DNAP) programs perceive the scholarly work requirements? The Chi-square test of independence was used to compare whether there was a statistically significant association between the responses to the survey question and the demographic variable...

BACKGROUND: In 2021, the American Association of Colleges of Nurses revised the core competencies for professional nursing education. The revision includes a call for a transformation from a traditional approach to a competency-based approach for teaching and learning. PURPOSE: The purpose of this systematic scoping review was to provide a fuller understanding of how DNP programs have historically evaluated and documented attainment of the essentials of doctoral nursing education in a summative manner in order to inform developing methods for addressing the newly endorsed advanced-level competencies in nursing education...

BACKGROUND: The Essentials: Core Competencies for Professional Nursing Education was published in 2021 to establish competency-based education on two levels; entry and advanced. Advanced level competencies are intended for doctorally prepared professionals. PURPOSE: The purpose of this initiative was to align a Post Master's Doctor of Nursing Practice (DNP) Program with the new 2021 American Association of Colleges of Nursing (AACN) Competency-Based Essentials. METHODS: Three DNP faculty met weekly, outlined a timeframe and approached the revision as a quality improvement plan to revise the curriculum based on our comprehensive review of the domains and concepts of the revised (2021) AACN Essentials...

PURPOSE: The purpose of this article is to 1) review updated business competencies in The Essentials: Core Competencies for Professional Nursing Education for Advanced-Level Nursing Education (2021) and 2) suggest strategies on how to integrate business and finance concepts encompassing quality, safety, and systems-based practice into DNP educational curricula. BACKGROUND: The Institute of Medicine recognizes strong nursing leadership on all system levels from "bedside to boardroom" as critical to redesigning healthcare that is affordable and accessible...

BACKGROUND: Increasingly, nurses with a Doctor of Nursing Practice (DNP) degree are seeking a Doctor of Philosophy (PhD) degree. This subset of students may provide valuable insight for bolstering the PhD-prepared workforce, which is in decline. PURPOSE: The purpose of this research was to understand the essence of the lived experience of DNP-prepared nurses choosing to pursue a PhD degree. METHOD: An existential phenomenological study was undertaken, with 10 DNP-to-PhD students interviewed...

This study reports our experience in implementing and evaluating medication-assisted treatment (MAT) training. MAT training includes immersion into practice and integration of treatment for opioid use disorder (OUD). During 2019-2021, MAT training was offered to students in Master of Science in Nursing and Doctor of Nursing Practice programs. Feedback on our training program was obtained through required Substance Abuse and Mental Health Services surveys and focus groups after training sessions to assess the quality of training, materials, instruction, and impact and usefulness of training...

Doctor of nursing practice (DNP) projects with impactful health system outcomes can be a challenge for graduate students and graduate program faculty to develop. Rigorous DNP projects address patient and health system needs, meet programmatic requirements, and result in a portfolio of sustainable scholarship for DNP graduates. A strong academic-practice partnership may result in a greater likelihood of successful and impactful DNP projects. Our academic-practice partnership leaders developed a strategic approach to align health system priorities with DNP student project needs...

Collaboration between Doctor of Nursing Practice (DNP) scholars and Doctor of Philosophy (PhD) scholars is crucial to efficiently advance and disseminate nursing science. Also, DNP-PhD collaboration can help achieve priorities outlined in the recent National Institute of Nursing Research (NINR) Strategic Plan. The purpose of this series of case studies is to describe exemplars of ongoing DNP-PhD collaborations across three NINR-funded trials (1 completed, 2 ongoing) testing physical activity interventions for women at risk for cardiovascular disease...

No abstract text is available yet for this article.

BACKGROUND: Historically, faculty in Doctor of Nursing Practice (DNP) programs have noted poor student writing proficiency, which is associated with substandard oral and written communication skills, analytical reflection, and professional role attainment. Few studies have investigated incorporating integrative collaborative model Writing Across the Curriculum (WAC) strategies in DNP programs. This study evaluated the efficacy of this model on the writing proficiency of students in their final year of the DNP program...