NURS 8002 Doctoral Degree and Professional Nursing Practice

NURS 8002 Doctoral Degree and Professional Nursing Practice

Thank you for your contribution to this discussion. Nursing is a career that can lead to many opportunities with the proper education. The evolving healthcare system demands the highest scientific knowledge and expert practice for optimal patient outcomes. the DNP is the pinnacle of nursing degrees, and graduates are well-equipped to bring the science and art of nursing to current practice (Baylor University, 2022).

According to Beeber et al.(2019), employers described DNP-prepared nurses as primarily providing direct patient care, usually APRNs, and able to assume the role of clinicians taking activities outside their job descriptions. Moreover, DNP-prepared nurses can assume leadership roles that include administration and management, as well as data mining and analysis. Conversely, DNP-prepared nurses had more vital assessment skills than other APRNs and could focus on system-level issues, including quality of care and finance. They also had better assessment and collaborative skills and demonstrated leadership and quality improvement skills outside their job performance.

When comparing DNP nurses with non-APRN degrees (nursing administration, clinical nurse leaders), DNP-prepared nurses trained as APRNs assumed administrative, management, and operations positions. Nurses with master’s degrees in nursing and business administration also filled these roles. However, DNP-prepared nurses have a broader perspective on health policies and population health. Compared with PhD-prepared nurses, nurses with PhDs oversee the research mission of the organization, while nurses with DNPs are responsible for disseminating best practices and overseeing quality improvement.

References

Baylor University (2022). MSN Vs. DNP. Comparing differences between the two degrees.

Beeber, A. S., Palmer, C., Waldrop, J., Lynn, M. R., & Jones, C. B. (2019). The role of doctor of nursing practice-prepared

nurses in practice settings. Nursing Outlook, 67(4), 354-364. https://doi.org/10.1016/j.outlook.2019.02.006

 

What does it mean to be a nurse with a practice or research doctorate?

The PhD and DNP represent the complementary and alternative approaches to the highest level of educational preparation in nursing (Michael and Clochesy, 2016). In practice for me, this allows for an increase in knowledge dissemination, more responsibility and leverage when it comes to collaborative approaches, decision making, bringing research to practice, innovativeness, and bridging knowledge gaps in practice.

Findings show that religious engagement among students declines during college, but their spirituality shows substantial growth. “Students become more caring, more tolerant, more connected with others, and more actively engaged in a spiritual quest.” (“Cultivating the Spirit – Spirituality in Higher Education”) The authors also found that spiritual growth enhances other outcomes, such as academic performance, psychological well-being, leadership development, and satisfaction with college. The study also identified a number of college activities that contribute to students’ spiritual growth. Some of these–study abroad, interdisciplinary studies, and service learning–appear to be effective because they expose students to new and diverse people, cultures, and ideas. Spiritual development is also enhanced if students engage in “inner work” through activities such as meditation or self-reflection, or if their professors actively encourage them to explore questions of meaning and purpose. (“Cultivating the Spirit – Spirituality in Higher (Alexander W, 2010)”). By raising public awareness of the key role that spirituality plays in student learning and development, by alerting academic administrators, faculty, and curriculum committees to the importance of spiritual development, and by identifying strategies for enhancing that development, this work encourages institutions to give greater priority to these spiritual aspects of students’ educational and professional development

There are two routes to go to achieve the highest levels in nursing. One track is to get a PhD which is research based and tends to lend itself to a career in research or education (Gaines, 2019). Many nurse educators at the Masters level require a doctorate and of course to teach doctorate nurses that is required. The PhD nurse does not often work in clinical settings and while the degree often takes longer to receive, the PhD does not need renewal. The DNP nurse is based in clinical practice. There are many articles that discuss how there is a lack of definition with regard to the exact purpose of the DNP and that more studies are needed to determine what they do most often but there are some generalities. They often act as advanced practice nurses at the bedside, working as providers to patients or they hold leadership roles in hospital systems such as chief nursing officers (Beeber, Jones, Palmer, Waldrop, Lynn, 2016).

In order to receive a PhD one must complete three to four years full time with the education being primarily online, however students are expected to be on campus for specific events such as their dissertation and defenses. The dissertation is a research based final project that all students of a PhD program must complete and successfully defend. In a DNP program, it can be completed in three years, post bachelor and two or sometimes less if the student already has a masters. However, while it is shorter, these students must obtain clinical hours and they must create and carry out a quality improvement project.

I understand the challenges that will come with attempting to obtain a nursing degree of the highest level but I want to make a bigger difference. That is why I am doing this. I have interest in all areas of nursing but especially in mental health and the emergency department which often blends together very closely. I do want to do patient care, I enjoy patient interactions and helping people on an individual level. I do not see myself ever giving that up completely. I also think I will continue teaching in some capacity, although probably only part time. I truly want to implement some upper level changes though. I already have been working on my quality improvement project which is based in the departments I said I enjoy, the ED and mental health. Too often, I see nurses outside of mental health units not knowing how to treat patients with mental illness and it often leads to injuries and/or unnecessary restraints. I want to implement crisis prevention intervention (CPI) training throughout an emergency department and see if those injuries and restraint numbers go down. It would be safer for the staff and lead to better patient care and outcomes. Previously, I have done a training in a few hospitals with my mother, the ED nurse, regarding these ideas of improved patient care of the mental health client in non-mental health environments and it has seemingly been well-received.

References

Beeber, A., Jones, C., Palmer, C., Waldrop, J., & Lynn, M. 2016. Determining the role of the nurse with a doctor of nursing practice degree. Research Brief. Retrieved from https://www.shepscenter.unc.edu/wp-content/uploads/2016/12/ResearchBrief_DNP_Beeber_final.pdf

Gaines, K. 2019. Dnp vs phd in nursing- what is the difference? Education. Retrieved from https://nurse.org/education/dnp-or-phd-in-nursing-difference/

What are the expectations associated with this degree?

The expectations associated with the DNP and PHD, are standards set out by the American Association of Colleges of Nursing, The institute of Medicine and National Research Council of the National Academies. The DNP 8 essentials delineated address the foundational competencies that are core to all advanced nursing practice roles:

(AACN,2006)

• Scientific Underpinnings for Practice
• Organizational and Systems Leadership for Quality Improvement and Systems Thinking
• Clinical Scholarship and Analytical Methods for Evidence Based Practice
• Information Systems Technology and Patient Care Technology for the Improvement and Transformational of Health Care
• Health Care Policy for Advocacy in Health Care
• Interprofessional Collaboration for Improving Patient and Population Health Outcomes
• Clinical Prevention and Population Health for Improving the Nation’s Health
• Advanced Nursing Practice

How might this be different for a nurse who holds a different degree?

Different entry points may exist however curricula must be individualized for candidates based on their prior education and experience (AACN, 2006). Nurses that hold a different degree may not be as prepared and or have a hard time conceptualizing the programs essentials to nursing practice. Many students entering DNP programs will have a masters degree that has been built on AACN’s masters essential, that which attain many of the competencies defined in the DNP essentials (AACN, 2006).

How do these considerations relate to your motivation to pursue a doctoral degree right now?

In completing a masters level program, it allowed me to thinking from a leadership perspective as well as the opportunity to cover some of the DNP essentials; the credibility that the DNP offers, allows for greater recognition and a competitive edge when bringing ideas to practice. Walden university DNP programs offers

(Laureate Education, 2012)

• Creditability in decision making
• Apply research to promote evidence-based practice
• Advocate for patients though policy and reform efforts
• Use technology to improve the quality and safety of patient care
• Manage organizational change effectively
• Perform at the highest level of clinical practice
• Empowerment and being a part of decision making
• Managing Change

Reference

American Association of Colleges of Nursing (AACN). (2006). The essentials of doctoral education for advanced nursing practice. Washington, DC: Author. Retrieved from http://www.aacnnursing.org/DNP/DNP-Essentials

Michael, M.J. & Clochesy, J. M. (2016). From scientific discovery to health outcomes: A synergistic model of doctoral nursing education. Nurse Education Today, 40. 84-86.

Laureate Education (Producer. (2011). Introduction: The doctor of nursing practice video retrieved from https://class.waldenu.edu

A doctoral degree carries a certain set of expectations associated with the completion of advanced educational attainment. Earning a DNP degree is no exception. What are the expectations associated with a DNP-prepared nurse? How might these expectations differ among nursing staff without a DNP degree?
The role of a DNP-prepared nurse is multifaceted; they can serve as nurse educators, policy and legislation advocates, direct nursing care supervisors, or advanced practice nurses responsible for tracking, installing, and monitoring initiatives aimed at improving nursing and healthcare delivery. Regardless of the expectations associated with a DNP-prepared nurse, throughout your program of study, you will hone the skills necessary to enact each of these roles. Consider which role you are most excited about. What do you hope to accomplish in the realm of professional nursing practice with your DNP degree?
For this Discussion, reflect on your personal motivations to pursue a DNP degree. Consider the expectations associated with the DNP-prepared nurse, including how these may differ with a PhD-prepared nurse. Reflect on the DNP degree requirements, including your practicum/field experience and completion of your Doctoral Project. Then, think about how you will demonstrate the alignment of the AACN DNP Essentials to the completion of these program-of-study milestones.
To prepare:
• Review the Learning Resources and reflect on the reasons you have chosen to pursue a DNP degree. How do you anticipate that earning this degree will support your professional goals?
• Reflect on the differences between DNP and PhD degrees. How may this relate to your decision to pursue the DNP degree?
• Review the degree requirements for completing your DNP at Walden. Specifically, consider the focus of the Doctoral Project and practicum experiences as discussed in the DNP Essentials document. Keep in mind that you will be required to identify a site or sites for completion of your DNP project and your practicum hours required for the degree. You can refer to the Field Experience requirements presented in the Learning Resources.

Photo Credit: Creativa Images / Adobe Stock
• After reviewing the DNP Essentials document and the DNP Project Process Guide for the DNP project, reflect on what it means to address an organization’s needs to attend to a gap in practice or implement a practice change. What is the difference between a gap in practice and a practice change? How does your role as the DNP-prepared nurse contribute to meeting a stakeholder need?
By Day 3 of Week 4
Post a brief explanation of the role of the nurse with a practice doctorate. Be specific. Explain the expectations associated with obtaining this degree, including how these expectations might be different for a nurse who holds a different degree. Then, explain how these considerations relate to your motivation to pursue a DNP, including a brief description of how your role as a DNP-prepared nurse will meet a potential organization’s need to address a gap in practice or implement a practice change. Discuss any experiences you have had in addressing a gap in practice or a practice change within an organization. Be specific.
By Day 6 of Week 4
Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days by suggesting an additional perspective on what it means to be a nurse with a practice doctorate, offer support to the expectations with obtaining the degree that your colleague posted, or expand upon your colleague’s post.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
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Week 4 Discussion Rubric

Post by Day 3 of Week 4 and Respond by Day 6 of Week 4

To Participate in this Discussion:
Week 4 Discussion

SAMPLE 1
Why DNP
COLLAPSE
There are two routes to go to achieve the highest levels in nursing. One track is to get a PhD which is research based and tends to lend itself to a career in research or education (Gaines, 2019). Many nurse educators at the Masters level require a doctorate and of course to teach doctorate nurses that is required. The PhD nurse does not often work in clinical settings and while the degree often takes longer to receive, the PhD does not need renewal. The DNP nurse is based in clinical practice. There are many articles that discuss how there is a lack of definition with regard to the exact purpose of the DNP and that more studies are needed to determine what they do most often but there are some generalities. They often act as advanced practice nurses at the bedside, working as providers to patients or they hold leadership roles in hospital systems such as chief nursing officers (Beeber, Jones, Palmer, Waldrop, Lynn, 2016).

In order to receive a PhD one must complete three to four years full time with the education being primarily online, however students are expected to be on campus for specific events such as their dissertation and defenses. The dissertation is a research based final project that all students of a PhD program must complete and successfully defend. In a DNP program, it can be completed in three years, post bachelor and two or sometimes less if the student already has a masters. However, while it is shorter, these students must obtain clinical hours and they must create and carry out a quality improvement project.

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I understand the challenges that will come with attempting to obtain a nursing degree of the highest level but I want to make a bigger difference. That is why I am doing this. I have interest in all areas of nursing but especially in mental health and the emergency department which often blends together very closely. I do want to do patient care, I enjoy patient interactions and helping people on an individual level. I do not see myself ever giving that up completely. I also think I will continue teaching in some capacity, although probably only part time. I truly want to implement some upper level changes though. I already have been working on my quality improvement project which is based in the departments I said I enjoy, the ED and mental health. Too often, I see nurses outside of mental health units not knowing how to treat patients with mental illness and it often leads to injuries and/or unnecessary restraints. I want to implement crisis prevention intervention (CPI) training throughout an emergency department and see if those injuries and restraint numbers go down. It would be safer for the staff and lead to better patient care and outcomes. Previously, I have done a training in a few hospitals with my mother, the ED nurse, regarding these ideas of improved patient care of the mental health client in non-mental health environments and it has seemingly been well-received.
References
Beeber, A., Jones, C., Palmer, C., Waldrop, J., & Lynn, M. 2016. Determining the role of the nurse with a doctor of nursing practice degree. Research Brief. Retrieved from https://www.shepscenter.unc.edu/wp-content/uploads/2016/12/ResearchBrief_DNP_Beeber_final.pdf
Gaines, K. 2019. Dnp vs phd in nursing- what is the difference? Education. Retrieved from https://nurse.org/education/dnp-or-phd-in-nursing-difference/

SAMPKE 2
Hurst, K main post
COLLAPSE
Role of the nurse with a practice doctorate
Due to the rigorous curricula set for doctorate prepared advanced nurse practitioners, as well as the clinical skills acquired, the DNP is in a prime role for leadership and making changes through research, making this a pretty versatile role. (Falkenburg.-Olson. 2019) Reading the assigned readings this week, it appears one commonality is that the role of the doctorate of nursing practice (DNP) is not clearly defined. (Beeber. 2019). DNP’s have been noted to carry the traditional role of an APN in clinical practice whereas some have been found in administration roles. In one instance a DNP was noted to have used this position and used the position to promote equitable healthcare and in another instance a DNP led an interdisciplinary team with the use of evidenced based practice. (Tussing. 2018) Otherpositions that have been filled by DNPs are healthcare policy, executives, informatics, and community focused roles.
When developing the DNP programs, part of the rational was to learn how to recognize gaps and develop practice knowledge and skills to improve healthcare delivery (Falkenburg-Olson. 2019). This type of training would also serve purpose in becoming an educator as it would allow for ability to share and train new DNPs to not only recognize gaps but also ways in solving problems. In one example from Tussing, a DNP who was in an educator role, “led a multidisciplinary team in the development of educational resources and a staff training plan for the care for patients experiencing infection and emerging pathogens such as Ebola Virus disease” (Tussing. 2018)
Other examples of DNP’s is as a clinical coordinator to build better care plans, assist with maintaining goals and provide support for patients and families on medical-surgical units due to a need for increased quality and increased length of hospital stays. Another DNP was noted to have worked on quality improvement projects using evidenced based practices. (Tussing. 2018)

Expectations associated with obtaining doctorate, similarities and differences to other degrees
The DNP is a practice focused degree and takes into consideration the clinical experience and skills an NP has developed that will help align DNPs to take leadership roles. In embarking on the journey to obtain the DNP degree, anticipate the completion to be a doctoral project that is inclusive of scientific content and research methodology (AANC. 2006). While taking courses and furthering education to support the final project, one must put emphasis on learning scholarly approaches to navigate through making advances in nursing practice and addressing gaps in practice using evidenced bases, implementation and evaluation. (Falkenbur-Olson. 2019)
Hartjes recommends that if the DNP is going to be used in the role of becoming an educator that educational coursework should be considered during this process. (2019). “to critically appraise current evidence, translate research into practice, and implement quality, process, organizational, and operational improvement methods to positively impact patient outcomes and the delivery of health care” (Hartjes. 2019)
Another terminal degree that can be obtained is a PhD however this is a more research focused education path. The PhD curricula will place more emphasis on theory, research and statistics. The goals that have been set in each program are slightly different however are complimentary to each other. The completion of the PhD program is displayed by a dissertation with an extensive research study. (AANC. 2006) The PhD focuses much on “producing data that can be translated into practice to advance all levels of health care” (Falkenburg-Olson. 2019) When you combine a PhD with an NP you are widening the scope of practice by having strong research abilities and skilled clinical practice which is quite effective in trouble shooting areas of concern.
“Requirements for admission, the length of the programs and the graduation requirements, as well as the overall cost also differ” ( Hartjes. 2019) PhD programs are typically research based, are more commonly online and have smaller classes. Many PhD programs allow admission once a semester and require a mentor to be in place. The amount of work necessary during the program often makes it impossible for students to partake in work outside of their education process and the program could be quite lengthy. Whereas, DNP programs are doing hybrid classes, allowing for higher quantity. Admission to these programs are frequently throughout the year and allow more flexibility in the students life. (Hartjes. 2019)

My motivation and how will I contribute to potential organization

We are often being asked, how we are going to make a change, what are we going to do. This is a struggle for me to come up with an answer. Over the last few years, I have learned that if you take a step back and just pay attention, take note of what is happening, you will see where you are needed and what you are needed to do. I have also learned that I am very much a problem solver. I am not a “put a bandaid on it” kind of person. I like to look for the root cause and try to find a solution from the bottom up. I do believe obtaining my DNP is the path that was created for me and am excited to see where it leads.
I have, however, come across some areas that I recognize need improvement. Medication errors that occur during transfer of facilities happen quite often. I have had a patient go to the hospital on two medications and those medications just disappear from their profile, no rationale, and new medications started. As I am experiencing these situations, I take everything in. It does appear that it is due to a poor medication reconciliation, poor communication or lack of preparedness upon discharge and admission. It is difficult for me to explain how I problem solve, but I take things in, constantly. I trouble shoot in my head until I can figure out a possible way for it to be better. I am always taking in the systems I work within and how they function so I will hopefully one day be able to connect the pieces and produce an effective solution.
Formally, I could do a questionnaire, possibly asking individuals of their transfer process, not what policy is but what they actually do. The questionnaire alone may actually help solve some of the problem as it could represent a self-evaluation as well. Often self-evaluations help individuals recognize their weaknesses and strengths. Chart review could also be used as part of the assessment of the gap in care. Once completed and a plan is established, it would be implemented. Afterwards, chart audits would be able a simple way of evaluation. (Fiset. 2019)
I do believe part of these errors occur because many people just do not take that little extra step. This is also why I want to become an educator. I see how many errors that I have caught, with my patients alone. I work in mental health, many of my patients are unable to advocate for themselves. My hope in becoming an educator is to add a touch of humanization to practitioners. To teach them to take that one extra step because someone’s life really could depend on it.

What experiences have you had in addressing a gap in practice or a practice change?

In my role now, I provide psychiatric care to people in the community-skilled nursing facilities, assisted livings and in their homes. In doing so, I have seen many patients admitted to the hospital due to a lack of knowledge or education on the caregivers part. There are many things that come into play with this. I am working with our hospital systems education department to start a program that we can offer to outside facilities and families, anyone who provides care to dementia patients, giving them a virtual experience on what it is like to have dementia as well as supportive basic education.

American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. https://www.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdf

Beeber, A. S., Palmer, C., Waldrop, J., Lynn, M. R., & Jones, C. B. (2019). The role of Doctor of Nursing Practice-prepared nurses in practice settings. Nursing Outlook, 67(4), 354–364. https://doi.org/10.1016/j.outlook.2019.02.006

Falkenberg-Olson, A. C. (2019). Research translation and the evolving PhD and DNP practice roles: A collaborative call for nurse practitioners. Journal of the American
Association of Nurse Practitioners, 31(8), 447–453. https://doi.org/10.1097/JXX.0000000000000266

Fiset, V. J., Davies, B. L, Graham, I. D., Gifford, W., & Woodend, K. (2019). Developing guideline-based quality indicators: Assessing gaps in pain management practice.
International Journal of Evidence-Based Healthcare, 17(2), 92–105. https://doi.org/10.1097/XEB.0000000000000160
Hartjes, T. M., Lester, D., Arasi-Ruddock, L., McFadden Bradley, S., Munro, S., & Cowan, L. (2019). Answering the question: Is the Doctor of Philosophy or Doctor of Nursing
Practice right for me? Journal of the American Association of Nurse Practitioners, 31(8), 439–442. https://doi.org/10.1097/JXX.0000000000000273
Tussing, T., Brinkman, B., Francis, D., Hixon, B., Labardee, R., & Chipps, E. (2018). The impact of the Doctorate of Nursing practice nurse in a hospital setting. The Journal of Nursing Administration, 48(12), 600–602. https://doi.org/10.1097/NNA.0000000000000688

Higher education attainment has been associated with enhanced competency and knowledge within the specific field pursued by an individual. For instance, attainment of a doctoral degree is considered the highest attainment in every field, and therefore doctoral degree holders are expected to demonstrate a high degree of competence (Dos Santos & Lo, 2018). A DNP-prepared nurse is no exception and is expected of higher levels of knowledge and competency in patient care as compared to nurses without the DNP. This week’s discussion explores doctoral degrees and professional nursing practice. To accomplish the discussion, the role of a nurse with a practice doctorate and the associated expectations will be discussed. In addition, this discussion will explore how the consideration relates to my motivation to pursue a DNP and an experience with addressing practice change or gap in practice.

Role of a Nurse with a Practice Doctorate

DNP-prepared nurses have various advanced roles in the continuum of patient care. For instance, through the translation of quality improvement outcomes, and translation of evidence into clinical areas, and unique practice innovations, the DNP-prepared nurses create new knowledge (Trautman et al., 2018). The implication is that these nurses apply evidence-based research to systems and/or clinical settings for better health outcomes. They practice at the highest level of practice and formulate evidence-based strategies to optimize health and patient outcomes. In addition, DNP-prepared nurses also take executive and leadership positions in healthcare organizations to influence health policies, analyze cost-effective protocols, direct patient care, and coordinate quality improvement teams.

Expectations Associated With Obtaining DNP

DNP is the highest degree in nursing and is associated with various expectations. Those who have obtained the degree are expected to show high levels of skills in the care environment to effectively direct care and coordinate care teams. As opposed to PhDs holders who mainly focus on research, DNP is associated with improvement of patient care and population outcomes (Edwards et al., 2018). The implication is that these nurses with this degree have adequate skills for implementing evidence-based strategies to improve health outcomes for individual patients and the general population. Nurse practitioners who do not have a DNP offer specializations focusing on particular patient care aspects like a pediatric or family practitioner. This role differs from a DNP prepared nurse as they are expected to step up to more advanced roles that help shape the direction of healthcare organizations.

How The Considerations Relate to My Motivation to Pursue a DNP

Growing up, I have had a passion for seeing everyone lead a healthy life devoid of health complications. While doing my undergraduate degree, I realized that such goals cannot be achieved by solely focusing on what happens in the care environment but also what happens in the surroundings, such as policies and funding. One of my motivations to pursue a DNP is to get to executive and leadership positions where I can participate in effectively influencing healthcare policies and decisions. As such, the role of the DNP-prepared nurse resonates and relates well with my motivation. Translating research evidence into clinical practice also helps in improving patient outcomes (Trautman et al., 2018), which is among my motivations for pursuing a DNP. Indeed, with a higher degree, I believe I will accomplish such a goal more efficiently.

Among the top organization needs is to be leaders in providing improved patient care and enhance the patient experience. Improving the quality outcome to enhance patient experience requires that the healthcare organization addresses the quality gaps (Trautman et al., 2018). As such, my role as a DNP-prepared nurse will help in various ways to such effect. For instance, in assuming the leadership roles of leading and coordinating care teams, I will be able to effectively lead other nurses into a careful analysis of quality data, organizational standards, and government standards to identify gaps in practice. This will lead to a formulation of the most relevant and effective strategies to address such gaps and meet the goals. Besides, I will also be able to lead the organization into a literature search for evidence that can be translated into practice to address practice gaps or lead a practice change for patient quality improvement.

The experience I have Had With How our Organization addressed a Practice Change

Organizations usually strive to achieve the central aim of offering patient optimized and improved patient care. As such, organizations either undertake steps to implement a practice change or address a gap in practice (Yip et al., 2019). I have had experience with the implementation of practice change within an organization. In one of the healthcare organizations, I have worked. There was a year where the rates of catheter-associated urinary tract infections were growing month after month. A decision was then made to explore initiatives to deal with the threatening growing rates of infection. One of the chosen strategies was using a protocol to evaluate patients and use the indwelling catheters only when it is a must and ensuring that the time of usage of the catheters by the patients be reduced to as minimum as possible. As such, nurses accomplished a comprehensive one-week training on the protocols. After the training, the catheter use rates reduced by 20% as nurses were able to avoid unnecessary catheterization. Coupled by minimizing the duration of catheter use, the rates of infection dropped by an impressive 47% by the second month due to the practice change.

Conclusion

In conclusion, the doctoral degree prepares individuals for greater and more advanced professional roles. DNP-prepared nurses have a special role to play in the care environment, one of which is translating evidence into practice for improved patient outcomes. This week’s discussion has covered the roles of a DNP-prepared nurse, expectations associated with DNP, and an experience with a practice change implementation.

References

Dos Santos, L. M., & Lo, H. F. (2018). The Development of Doctoral Degree Curriculum in England: Perspectives from Professional Doctoral Degree Graduates. International Journal of Education Policy and Leadership, 13(6), n6. https://doi.org/10.22230/ijepl.2018v13n6a781.

Edwards, N. E., Coddington, J., Erler, C., & Kirkpatrick, J. (2018). The Impact of the Role of Doctor of Nursing PracticeNurses on Healthcare and Leadership. Medical Research Archives, 6(4). https://doi.org/10.18103/mra.v6i4.1734

Trautman, D. E., Idzik, S., Hammersla, M., & Rosseter, R. (2018). Advancing scholarship through translational research: The role of PhD and DNP prepared nurses. Online Journal of Issues in Nursing, 23(2). DOI: 10.3912/OJIN.Vol23No02Man02.

Yip, W., Fu, H., Chen, A. T., Zhai, T., Jian, W., Xu, R., … & Chen, W. (2019). 10 years of healthcare reform in China: progress and gaps in universal health coverage. The Lancet, 394(10204), 1192-1204. https://doi.org/10.1016/S0140-6736(19)32136-1

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		Excellent 90%–100%	Good 80%–89%	Fair 70%–79%	Poor 0%–69%
Main Posting: Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.		40 (40%) – 44 (44%) Thoroughly responds to the Discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current credible sources.	35 (35%) – 39 (39%) Responds to most of the Discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least three credible references.	31 (31%) – 34 (34%) Responds to some of the Discussion question(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Cited with fewer than two credible references.	0 (0%) – 30 (30%) Does not respond to the Discussion question(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible references.
Main Posting: Writing		6 (6%) – 6 (6%) Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style.	5 (5%) – 5 (5%) Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style.	4 (4%) – 4 (4%) Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors.	0 (0%) – 3 (3%) Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
Main Posting: Timely and full participation		9 (9%) – 10 (10%) Meets requirements for timely, full, and active participation. Posts main Discussion by due date.	8 (8%) – 8 (8%) Meets requirements for full participation. Posts main Discussion by due date.	7 (7%) – 7 (7%) Posts main Discussion by due date.	0 (0%) – 6 (6%) Does not meet requirements for full participation. Does not post main Discussion by due date.
First Response: Post to colleague’s main post that is reflective and justified with credible sources.		9 (9%) – 9 (9%) Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.	8 (8%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting.	7 (7%) – 7 (7%) Response is on topic and may have some depth.	0 (0%) – 6 (6%) Response may not be on topic and lacks depth.
First Response: Writing		6 (6%) – 6 (6%) Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	5 (5%) – 5 (5%) Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English.	4 (4%) – 4 (4%) Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	0 (0%) – 3 (3%) Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.
First Response: Timely and full participation		5 (5%) – 5 (5%) Meets requirements for timely, full, and active participation. Posts by due date.	4 (4%) – 4 (4%) Meets requirements for full participation. Posts by due date.	3 (3%) – 3 (3%) Posts by due date.	0 (0%) – 2 (2%) Does not meet requirements for full participation. Does not post by due date.
Second Response: Post to colleague’s main post that is reflective and justified with credible sources.		9 (9%) – 9 (9%) Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.	8 (8%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting.	7 (7%) – 7 (7%) Response is on topic and may have some depth.	0 (0%) – 6 (6%) Response may not be on topic and lacks depth.
Second Response: Writing		6 (6%) – 6 (6%) Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.	5 (5%) – 5 (5%) Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English.	4 (4%) – 4 (4%) Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	0 (0%) – 3 (3%) Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.
Second Response: Timely and full participation		5 (5%) – 5 (5%) Meets requirements for timely, full, and active participation. Posts by due date.	4 (4%) – 4 (4%) Meets requirements for full participation. Posts by due date.	3 (3%) – 3 (3%) Posts by due date.	0 (0%) – 2 (2%) Does not meet requirements for full participation. Does not post by due date.
Total Points: 100

Name: NURS_8002_Week4_Discussion_Rubric