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NURS 8002 DQ The Doctoral Degree and Professional Nursing Practice

NURS 8002 DQ The Doctoral Degree and Professional Nursing Practice

NURS 8002 DQ The Doctoral Degree and Professional Nursing Practice

Week 4 Discussion: The Doctoral Degree and Professional Nursing Practice

The healthcare system has a need for expert clinical teachers and clinicians to improve overall quality of care. The development of the Doctor of Nursing Practice (DNP) is a response to the recommendations of the Robert Wood Johnson Foundation (RWJF), the National Academies of Medicine (NAM), the Carnegie Foundation, and the American Association of the Colleges of Nursing (AACN) to redefine how healthcare professionals are educated to meet the future needs of health care (Hartjes, et al., 2019). I chose to pursue the DNP because I want to be viewed as an expert and consultant. In order to earn this privilege and honor, I will complete an evidence-based project that will allow me to gain and refine skills and competencies needed for team collaboration with different professions and leadership, while also improving health care outcomes (Walden University, n.d.).

The DNP and the Doctor of Philosophy in nursing (PhD) are both terminal degrees. Graduates can work as advanced practice nurses to improve patient outcomes. The DNP degree is practice focused. The PhD is research focused. The degrees complement each other. The PhD does original research and discovers best practices while the DNP determines how and when to implement those best practices. They both dissemination their work findings (Hartjes, et al., 2019).

NURS 8002 DQ The Doctoral Degree and Professional Nursing Practice

DNP graduates roles include, but are not limited to, evaluating and translating research (writer/publisher), being an executive leader (administrator, influencer of interprofessional collaboration), healthcare policy maker (advocator), educator (scholar), information technology specialist (manage, organize, and process health information),  clinician (advance-practice registered nurse) and ethical consultant (Chism, 2019). Employers at clinical care organizations described DNP roles as advanced practitioners, administrators, and executives providing data analysis and mining. They also valued the broad knowledge of policy as opposed to other nurses who hold different degrees (Beeber, Palmer, Waldrop, Lynn, & Jones, 2019).

Hello,

Great post!

I just wanted to re-iterate you are on the right track.  To become a nurse educator, a graduate degree is required in nearly all circumstances.  The least degree is a masters but the terminal degree Doctor of Nursing Practice (DNP) or Doctor of Nursing Philosophy (PhD) is preferred in most cases.  You would be qualified to teach at a university or college to prepare the next generation of nurses to enter the profession.

Reference:

Nurse Educator Education Requirements: What Degree do I Need to Teach Nursing? ECPI university. (n.d.). Retrieved from https://www.ecpi.edu/blog/nurse-educator-education-requirements-what-degree-do-I-need-to-teachnursing#:~:text=A%20nurse%20educator%20is%20a%20Registered%20Nurse%20%28RN%29,as%20imparting%20academic%20and%20technical%20information%2C%20nurse%20educators%3A.

The experience that I had in addressing a gap in practice was at my last job. I was a simulation educator at a school of nursing. The simulation program was in its infancy. It was not accredited. One of the requirements for accreditation was to have a tool to gage the simulation educator’s knowledge and performance. There were tools for the students to evaluate their simulation experience, but not to evaluate the educator. For my MSN project, I developed a survey in which the students could evaluate the simulation educator. The questions in the survey reflected the requirements of International Nursing Association for Clinical Simulation and Learning (INACSL) which were also the requirements for accreditation. The tool was developed in 2018. The organization was still using it when I left August this year.

NURS 8002 DQ The Doctoral Degree and Professional Nursing Practice

References

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, 354-364. doi:https://doi.org/10.1016/j.outlook.2019.02.006

Chism, L. A. (2019). The Doctor of Nursing Practice: A Guidebook for Role Development and Professional Issues. (4th, Ed.) Burlington: Jones & Bartlett Learning.

Hartjes, T. M., Lester, D., Arasi-Ruddock, L., Bradley, S. M., 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, 439-442. doi:https://doi.org/10.1097/JXX.0000000000000273

Walden University. (n.d.). NURS 8002 Foundations and Essentials for the Doctor of Nursing Practice Weeks 4-5. Retrieved from Walden University: DNP Project Process Guide: https://class.content.laureate.net/4651f7f438b0936cb06366b059e41fb6.html

NURS 8002 DQ The Doctoral Degree and Professional Nursing Practice

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?

NURS 8002 DQ The Doctoral Degree and Professional Nursing Practice

Consider your personal reasons for pursuing a DNP degree for this Discussion. Consider the expectations of a DNP-prepared nurse, as well as how they may differ from those of a PhD-prepared nurse. Consider the DNP degree requirements, such as practicum/field experience and the completion of your Doctoral Project. Then, consider how you will demonstrate how the AACN DNP Essentials are aligned with the fulfillment of these program-of-study milestones.

To get ready:

Examine the Learning Resources and consider why you selected to pursue a DNP degree. How do you expect this degree to help you achieve your career goals?
Consider the distinctions between DNP and PhD degrees. What does this have to do with your decision to seek the DNP degree?
Examine the degree requirements for your DNP at Walden. Consider the Doctoral Project and practicum experiences in particular, as mentioned in the DNP Essentials document. Keep in mind that you will need to choose a location or locations for the completion of your DNP project and the practicum hours required for the degree. You can look through the Field Experience criteria under the Learning Resources.

  • 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?

Week 4’s third day

Post a brief explanation of the nurse’s duty with a practice doctorate. Make your point. Explain the expectations around

attaining this degree, as well as how these expectations may alter for a nurse with a different degree. Then, explain how these factors connect to your purpose for pursuing a DNP, including a brief description of how your job as a DNP-prepared nurse will satisfy a potential organization’s requirement to close a practice gap or make a practice change. Discuss your experiences addressing a gap in practice or implementing a practice change within an organization. Make your point.

By Week 4’s Day 6

Read a selection of your colleagues’ responses and respond to at least two of them on two different days, offering an additional perspective on what it means to be a nurse with a practice doctorate, offering support to the expectations associated with obtaining the degree that your colleague posted, or expanding on your colleague’s post.

NURS 8002 DQ The Doctoral Degree and Professional Nursing Practice

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!

Submission and Grading Information

Grading Criteria

To access your rubric:

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

Weeks 4–5: AACN Essentials for the Doctorally Prepared Nurse

[The AACN DNP] Essentials outline the foundational competencies that are core to all advanced practice roles, including the four nationally-recognized Advanced Practice Registered Nursing roles: nurse practitioners, clinical nurse specialists, nurse anesthetists, and nurse midwives.
— American Association of Colleges of Nursing (2006)

What does it mean to be a DNP-prepared nurse? What core function of advanced nursing practice do you hope to practice upon completion of your DNP? How will earning a DNP enhance your nursing practice?

Questions such as these may represent some underlying consideration that led you to pursue a DNP. In your role as a DNP-prepared nurse, you will likely be called upon to perform advanced nursing practice skills that not only enhance patient care but will impact the delivery of healthcare, organizational standards, and quality improvement initiatives.

This week, you consider the role of a nurse with a practice doctorate, including the expectations associated with obtaining a DNP degree. You reflect on your personal motivations for pursuing a doctoral degree and begin to examine how your proposed Doctoral Project and practicum/field experience will align to the AACN DNP Essentials.

NURS 8002 DQ The Doctoral Degree and Professional Nursing Practice

Reference:
American Association of Colleges of Nursing. (2006). DNP essentials. https://www.aacnnursing.org/DNP/DNP-Essentials

Learning Objectives

Students will:

  • Analyze the role of a nurse with a practice doctorate
  • Analyze expectations associated with obtaining the DNP degree
  • Analyze personal motivations for pursing a doctoral degree
  • Explain the role of the DNP-prepared nurse in meeting organizational quality improvement needs
  • Evaluate alignment between the AACN DNP Essentials and completion of Doctoral Projects
  • Evaluate alignment between the AACN DNP Essentials and completion of a practicum/field experience

Learning Resources

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Required Readings (click to expand/reduce)

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

Giardino, E. R., & Hickey, J. V. (2020). Doctor of Nursing Practice students’ perceptions of professional change through the DNP program. Journal of Professional Nursing, 36(6), 595–603. https://doi.org/10.1016/j.profnurs.2020.08.012

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

Rew, L., Cauvin, S., Cengiz, A., Pretorius, K., & Johnson, K. (2020). Application of project management tools and techniques to support nursing intervention research. Nursing Outlook, 68(4), 396–405. https://doi.org/10.1016/j.outlook.2020.01.007

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

Walden University. (n.d.). Field experience: College of nursing. Field Experience. https://academicguides.waldenu.edu/fieldexperience/son

Document: DNP Project Process Guide (Word document)

Module 2: Professional Standards for the DNP-Prepared Nurse

Much like any other professional licensure credential, the DNP-prepared nurse must aptly demonstrate the skills and knowledge that align to the AACN DNP Essentials. These are the set of foundational competencies that will be structured and emphasized throughout a DNP degree program’s curriculum.

As a future DNP-prepared nurse, you will exemplify the DNP Essentials and the core set of competencies necessary for advanced nursing practice. Throughout your program of study, you will apply the DNP Essentials with the completion of your DNP program’s milestones, including your practicum/field experience and Doctoral Project.

What’s Happening This Module?

Module 2: Professional Standards for the DNP-Prepared Nurse is a 2-week module—Weeks 4–5 of the course—in which you analyze the role of a nurse with a practice doctorate. In the Discussion for Week 4, you will engage with your colleagues as you consider the expectations associated with earning the DNP degree and reflect on your personal motivations for pursing a doctoral degree. In the Assignment for this module, you will examine the role of the DNP-prepared nurse in meeting organizational and quality improvement needs. This is an important area of focus in that quality improvement will be the theme of your Doctoral Project. As you engage with the content for this module, you will also examine the alignment between the AACN DNP Essentials and the completion of your Doctoral Project and your practicum/field experience.

NURS 8002 DQ The Doctoral Degree and Professional Nursing Practice

What do I have to do? When do I have to do it?
Review your Learning Resources Days 1–7, Weeks 4 and 5
Discussion: The Doctoral Degree and Professional Nursing Practice Post by Day 3 of Week 4 and respond to your colleagues by Day 6 of Week 4.
Assignment: Linking Areas of Focus Into Future Plans for the DNP Submit your Assignment by Day 7 of Week 5.

SAMPLE

Role of the nurse with a practice doctorate

Due to the rigorous curricula provided for doctorate-prepared advanced nurse practitioners and the clinical skills obtained, the DNP is in a perfect position for leadership and effecting change through research, making this position quite adaptable. (Falkenburg.-Olson. 2019) From the materials assigned this week, it appears that the role of the doctorate of nursing practice (DNP) is not clearly defined. (Beeber. 2019). DNPs have been observed carrying out the usual responsibilities of an APN in clinical practice, while others have been discovered in administrative positions. In one instance, it was observed that a DNP held this position and promoted fair healthcare, and in another instance, a DNP led an interdisciplinary team utilizing evidence-based practice. (Tussing. 2018)

Other positions held by DNPs include healthcare policy, executive, informatics, and community-oriented employment. Part of the rationale for designing the DNP programs was to learn how to identify gaps and acquire practice knowledge and abilities to enhance healthcare delivery (Falkenburg-Olson. 2019). This form of training would also be useful for becoming an educator, as it would enable the sharing of knowledge and the training of new DNPs to not just notice gaps but also solutions to solve problems. In one case from Tussing, a DNP educator “directed a multidisciplinary team in the development of educational tools and a staff training plan for the management of patients with infection and emerging pathogens such as Ebola Virus illness” (Tussing. 2018) As a clinical coordinator, a DNP can develop better care plans, aid with goal maintenance, and provide support for patients and their families on medical-surgical units due to the need for higher quality and longer hospital stays. It was highlighted that another DNP has worked on quality improvement programs employing evidence-based techniques. (Tussing. 2018)

Expectations linked with earning a PhD, similarities and distinctions with other levels of education The DNP is a practice-oriented degree that takes into account the clinical expertise and abilities an NP has acquired in order to prepare DNPs for leadership roles. Anticipate a doctoral project comprising scientific content and research technique as the culmination of the DNP program (AANC. 2006). While taking courses and pursuing additional education to support the final project, emphasis must be placed on learning scholarly approaches to navigate through advancing nursing practice and addressing gaps in nursing practice through the use of evidence-based bases, implementation, and evaluation. (Falkenbur-Olson. 2019) If the DNP is to be used for the purpose of becoming an educator, Hartjes suggests that educational training be examined during this process. (2019). “to critically appraise current evidence, to integrate research into practice, and to adopt quality, process, organizational, and performance measures”

NURS 8002 DQ The Doctoral Degree and Professional Nursing Practice

“Methods of operational improvement with a favorable effect on patient outcomes and the delivery of health care” (Hartjes. 2019) Another terminal degree that can be earned is a PhD, however this is a research-oriented educational program. The PhD curriculum will emphasize theory, research, and statistics more heavily. Each program’s objectives are slightly distinct, although they are complementary. The completion of a PhD program is evidenced by a dissertation containing a comprehensive research investigation. (AANC.\s2006) The PhD focuses heavily on “creating data that can be implemented in practice to advance health care at all levels.” (Falkenburg-Olson. 2019) When you combine a PhD with an NP, you broaden the scope of your practice by possessing strong research skills and expert clinical practice that is highly effective in resolving areas of concern. “Admission requirements, program length, and graduation requirements, as well as the overall cost, vary among institutions.” (Hartjes. 2019) PhD programs primarily emphasize research, are increasingly offered online, and have smaller class sizes. Many PhD programs admit students once every semester and require the presence of a mentor. The quantity of study required during the program frequently prevents students from working outside of their education, and the program may be fairly extensive. In contrast, DNP programs utilize hybrid classrooms, allowing for a greater number of students. Admission to these programs occurs regularly throughout the year, affording students greater flexibility.
(Hartjes. 2019)

My motivation and contribution to a possible organization We are frequently asked how we intend to effect change and what we will accomplish. It is difficult for me to formulate a response. I have learnt over the past few years that if you take a step back and simply observe what is occurring, you will know where you are needed and what you need to accomplish. I’ve also realized that I am an excellent problem solver. I am not a “bandage it up” type of person. I enjoy identifying the underlying reason and constructing a solution from the bottom up. I am eager to see where earning my DNP will take me, as I believe it is the road that was meant for me. However, I have identified certain areas that require improvement. Medication mistakes that occur during facility transfers occur often.

A patient who entered the hospital on two drugs had those medications removed from their profile without explanation and other meds started. As I experience these circumstances, I am receptive to every detail. It appears to be the result of inadequate medication reconciliation, poor communication, or a lack of preparation at discharge and admission.

It is tough for me to explain how I handle problems, but I continually absorb information. I perform mental troubleshooting until I can determine a viable improvement. I am constantly observing the systems I work with and how they operate in the hopes that one day I may be able to connect the dots and offer an efficient solution. Formally, I could do a survey, potentially asking folks about their transfer process, as opposed to their transfer policy. As the questionnaire could also serve as a self-evaluation, it may actually help to resolve a portion of the problem. Frequently, self-evaluations aid persons in recognizing

its strengths and weaknesses Review of the patient’s medical records could potentially be incorporated into the evaluation of the gap in care. After completion and the establishment of a plan, it would be implemented. After that, audits of charts would have a straightforward method of evaluation. (Fiset. 2019) I do feel that a portion of these errors arise because so many individuals do not go that extra step. This is another reason why I want to become a teacher. I am aware of the number of faults I have caught with my patients alone. Many of my patients are unable to advocate for themselves; I work in mental health. My goal in being an educator is to lend practitioners a touch of humanity. To teach children to go the additional mile, as someone’s life may depend on it.

NURS 8002 DQ The Doctoral Degree and Professional Nursing Practice

What experiences have you had addressing a practice gap or a change in practice? In my current position, I give psychiatric care to residents of skilled nursing facilities, assisted living facilities, and their homes. Many patients have been admitted to the hospital due to a lack of information or education on the part of their caregivers. There are numerous factors involved with this. I am collaborating with the education department of our hospital system to develop a program that we can offer to outside facilities and families, as well as anyone who provides care to dementia patients, providing them with a virtual experience of what it is like to have dementia as well as basic educational support.
American Association of Nursing Colleges (2006). The fundamentals of doctoral training 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 nurses with a Doctor of Nursing Practice degree in clinical 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 evolution of PhD and DNP practice roles: A need for collaboration among nurse practitioners. Journal of the American Association of Nurse Practitioners, 31(8), pages 447–453. https://doi.org/10.1097/JXX.0000000000000266
Fiset, V. J., Davies, B. L, Graham, I. D., Gifford, W., & Woodend, K. (2019). Developing quality indicators based on guidelines and assessing pain management practice gaps.
17(2), 92–105, International Journal of Evidence-Based Healthcare.
https://doi.org/10.1097/XEB.0000000000000160

Hartjes, T. M., D. Lester, L. Arasi-Ruddock, S. McFadden Bradley, S. Munro, L. Cowan, and S. Munro (2019).
Answering the question: Should I pursue a Doctor of Philosophy or a Doctor of Nursing Practice?
31(8), 439–442 in Journal of the American Association of Nurse Practitioners.
https://doi.org/10.1097/JXX.0000000000000273
T. Tussing, B. Brinkman, D. Francis, B. Hixon, R. Labardee, and E. Chipps (2018). Impact of the Doctor of Nursing Practice degree on hospital-based nurses. The Nursing Administration Journal, 48(12), 600–600. 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 Leadership13(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 Archives6(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 Nursing23(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 Lancet394(10204), 1192-1204. https://doi.org/10.1016/S0140-6736(19)32136-1

Go to the Week’s Content

Week 4-5

 Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NURS_8002_Week4_Discussion_Rubric

  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

I want to first say that I appreciate your in-depth review of both the Ph.D and DNP roles. I honestly feel as though my learning was solidified with your explanations. There are two things that stuck with me as I read your discussion post—goal alignment and how COVID-19 has impacted nursing.

To begin, I think it is critical for nurses to reflect on their position and consider how they want to impact nursing in the future. Often times, I hear nurses state that they want to pursue an advanced degree, but they waiver back and forth with either being a nurse practitioner or Ph.D. When I ask what exactly they want to do, they say that they just want an advanced degree to be more marketable and “keep up with the times”.  I warn that this is dangerous because both roles are critical to the nursing practice and require a different skillset—advanced degrees are not to be entered into lightly. I believe the importance of these degrees and their contribution to nursing practice should be communicated at the BSN and MSN levels to help appropriately inform future nurse leaders about their impact on the profession. From my personal experience, I think that most nurses just want to attain the “glamour” of the degree to add the credentials, but they do not have a passion for research or practice improvement. Therefore, I agree that nurses need to identify and align their goals.

COVID-19 has significantly impacted the entire healthcare delivery system. While it has wreaked havoc on life as we know it and nursing care, it has also ignited my interest in evidence-based practice. I fully enjoy looking at data, creating a plan, implementing the plan, and waiting for the results. With that being said, as a labor and delivery nurse at the start of the pandemic, it was evident that care for COVID + labor patients would look different from the norm. Over the course of the year, we realized that pregnant COVID patients would present with pre-eclampsia symptoms, which posed a major problem for our unit—we were faced with asking this question, “how do we know who needs magnesium sulfate and who does not”? Did COVID pre-eclampsia symptoms take the same toll on the body as true pre-eclampsia? This was major shift in critical thinking and nursing practice. I absolutely fell in love with this, and I joined a task-force committee at work to help address the new concerns as we arise. It was exciting to engage in the research process and help create practice change on our unit. So, it is safe to say, I am ready for the DNP ride (insert major smile). The AACN (2006) identified the eight essentials of the DNP that are foundational competencies that are core to all advanced nursing practice roles. I am sure that I will develop the foundational essentials, but I most closely relate to Clinical Scholarship and Analytical Methods for Evidence Based Practice.

NURS 8002 DQ The Doctoral Degree and Professional Nursing Practice

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

The Doctoral Degree and Professional Nursing Practice

Week 1

The nursing profession offers two degrees, DNP and Ph.D.  While both are doctoral level degrees, they differ in that the DNP focuses on the clinical practice of nursing and the Ph.D. is trained to focus on research and the to generate new and knowledge and can use that research to educate the general public. Both professionals play a very important role in the entire health care system. According that (ANNP, 2021) there are fewer than thirty thousand doctorate degree nurses in the USA.  Both the DNP and Ph.D. prepare nurses to play a critical role in the development of knowledge that affect care and service delivery to patients through evidence base practices.

A DNP plays a significant role in the health care system and policy and advocacy to transform service delivery in the facilities they work. The nurse holding a DNP and using evidence base practice to collaborate with other health care professional in quality improvement services in the community. The Ph.D. is respected for promoting knowledge and therefore work in areas of academic to promote education for future nurse. (Clearly et al 2011).

My motivation for becoming a DNP has been a long journey, it is part of a promised made to by mother that I will become nurse. I am originally from West Africa Sierra Leone, where Mental Health is still remains a big stigma – and one of my aim as a DNP is to be able to provide the education and professional assistance to individual in the African community.

NURS 8002 DQ The Doctoral Degree and Professional Nursing Practice

References

American Association of Colleges of Nursing (AACN). (2004).

AACN position statement on the practice doctorate in nursing. Washington DC. Author.

Clearly, M., Hunt, G. E., & Jackson, D (2011). Demystifying Ph.Ds: A review of doctorate                        programs deigned to fulfill the needs of the next generation of nursing.

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