DNP Education & ProgramsDNP Education & Programs

Post PhD

PhD

(GraduateSchool)

Academic Degree

Two Pathways to Doctoral Preparation

Non-nursingBachelor’s

Master ofScience (MS)

Post PhD

PhD

(GraduateSchool)

ProfessionalDoctorate

(DNP)

Academic Degree Professional Degree

Two Pathways to Doctoral Preparation

ProfessionalMaster’s

Baccalaureatein Nursing

(BSN)

Non-nursingBachelor’s

Master ofScience

Fulton J S, Lyon B L. The need for some sense making: Doctor of nursing practice. Online Journal of Issues inNursing ; 2005;10(3): 1-16.

PRACTICE

EDUCATION RESEARCH

� DNP Core:

Outcome competencies deemed essential for all graduates

� Specialty Competencies/Content:

Clinical and didactic learning experiences focused on preparingthe DNP graduate for specialty which is defined by thespecialty organizations

� Essential I: Scientific Underpinnings for Practice

� Essential II: Organizational and Systems Leadershipfor Quality Improvement and Systems Thinking

� Essential III: Clinical Scholarship and AnalyticalMethods for Evidence-Based PracticeMethods for Evidence Based Practice

� Essential IV: Information Systems/Technology andPatient Care Technology for the Improvement andTransformation of Health Care

� Essential V: Health Care Policy for Advocacy inHealth Care

� Essential VI: Interprofessional Collaboration forImproving Patient and Population HealthOutcomes

� Essential VII: Clinical Prevention and PopulationHealth for Improving the Nation’s Health

� Essential VIII: Advanced Nursing Practice

DNP Program Focus

�� Clinical decision makingClinical decision making

�� Evidence based researchEvidence based research

�� Research utilization in clinical practiceResearch utilization in clinical practice

�� Organizational and systems leadershipOrganizational and systems leadership

�� Informations systems and technologyInformations systems and technology

�� Health care policyHealth care policy

�� Clinical prevention and population healthClinical prevention and population health

Post- BSN DNPAdvanced Practice

FNP(Family nurse practitioner )AG/NP (Adult-Gerontological Nurse Practitioner)

AG/CNS(Clinical Nurse Specialist ) Specialty Areas

◦ THEORY: Bridge to Practice & Research

◦ Advanced Physiology

◦ Pharmacokinetics and Pharmacodynamics for Advanced PracticePharmacokinetics and Pharmacodynamics for Advanced Practice

Nursing

◦ Advanced Pathophysiology

◦ Advanced Health Assessment & Physical Diagnosis

◦ Health Care Research

◦ Health Promotion

� Applied Drug Therapy

� Health Care Professionalism: Issues and Roles

� The Social Context for Health Care Policy

� Preparing Doctoral Leader

� Principles of Epidemiology

� Interpreting Research for Applied Science

� Specialty Area Course

Post- MS DNPAdvanced Practice

� The Social Context for Health Care Policy� Preparing Doctoral Leader� Principles of Epidemiology� Interpreting Research for Applied Science� Specialty Area Course� Capstone Project for the DNP� …..

� Specialty Area Course� Project for the DNP

DNP Scholarly Projects/Capstone Projects Sample TitlesDNP Scholarly Projects/Capstone Projects Sample Titles

�� Development of a Multidisciplinary Emergency Medicine TriageDevelopment of a Multidisciplinary Emergency Medicine TriageSystemSystem

�� Smoking Cessation Program for Patients with Coronary ArterySmoking Cessation Program for Patients with Coronary Arteryg g y yg g y yDiseaseDisease

�� Safe Foot Care in African American TypeSafe Foot Care in African American Type 22 DiabetesDiabetes

�� Artificial Hydration at End of Life: Evidence Based GuidelinesArtificial Hydration at End of Life: Evidence Based Guidelinesfor Approaching Decisionfor Approaching Decision--Making ConversationsMaking Conversations

�� Promoting Nutritional Awareness and Improving DietaryPromoting Nutritional Awareness and Improving DietaryHabits: A Community Based ApproachHabits: A Community Based Approach

�� Evidence Based Practice Update for Nurse Practitioners inEvidence Based Practice Update for Nurse Practitioners inUrgent CareUrgent Care

�� Education Incarcerated African American Males on SexuallyEducation Incarcerated African American Males on SexuallyTransmitted DiseasesTransmitted DiseasesTransmitted DiseasesTransmitted Diseases

�� Gerontological Nursing Education for Implementation of anGerontological Nursing Education for Implementation of anAcute Care of Elders (ACE) ModelAcute Care of Elders (ACE) Model

� ….

Who will teach DNP students?

�� There will be components of the DNP which will demandThere will be components of the DNP which will demandDoctorally prepared facultyDoctorally prepared faculty..

� Many of those who currently teach in advanced practice programswill be involved in teaching DNP students, particularly at thewill be involved in teaching DNP students, particularly at thebeginning level.

� Master’s-prepared faculty teaching in APRN programs will havethe option to complete the DNP, enhancing their standing withinthe university and increasing the number of faculty qualified toteach in the DNP program.

Survey Results

AACN’s 2009 annual survey data; the following results were found:

� 72% of schools with APRN programs (388 schools) are either offer

ing (120) or planning (161) a DNP program.

� 62% of schools either offering or planning a DNP program (281) ar

e planning to offer a post‐baccalaureate entry option.

C. Fay Raines. The Doctor of Nursing Practice: The Doctor of Nursing Practice:A Report on Progress. American Association of Colleges of Nursing. March 21, 2010

◦ The surveys asked schools to identify their greatestgreatest challengeschallengesto opening a DNP program. Responses included:

� Insufficient faculty� Limited financial resources� State regulations� Lack of faculty support

◦ When asked why some schools were NOT closing their post‐master’s APRN programs, responders cited:

� Strong interest from students in post‐MSN option� Regulatory requirements� Concerns about a possible drop in enrollments� Faculty reluctance

In all three supplemental surveys, AACN asked what resources were needed by schools looking to transition.Among the resources mentioned were:

◦◦ ProgramProgram developmentdevelopment guidance;guidance; samplesample curriculumcurriculum

◦ Examples of capstone projects

◦◦ AdvocacyAdvocacy supportsupport atat thethe statestate levellevel

◦ Faculty development

◦◦ PartnershipPartnership modelsmodels

◦ Referrals to consultants

◦◦ AdviceAdvice onon managingmanaging costscosts andand maintainingmaintaining enrollmentsenrollments

◦ Planning and program evaluation tools

DNP AccreditationDNP Accreditation

� Practice doctorates with the degree title DNP areeligible for accreditation by CCNE (Commission on CollegiateNursing Education)

Accrediting OrganizationsAccrediting Organizations

� Commission on Collegiate Nursing Education (CCNE)

� Accredited 32 DNP programs� 70 additional DNP programs seeking accreditation

� National League for Nursing Accreditation (NLNAC)

� Currently accredits 102 MSN programs with another 10seeking accreditation

� One program accredited for DNP� One program seeking accreditation for DNP

� Practice doctorates with the degree title Doctor of NursingPractice (DNP) are eligible to pursue accreditation by CCNE.

� DNP programs presented for accreditation are required todemonstrate incorporation of The Essentials of DoctoralEducation for Advanced Nursing Practice (DNP Essentials)(AACN, 2006).( , )

� Consistent with CCNE’s long-standing policy, any newprogram pursuing initial accreditation by CCNE is eligible fora term of accreditation of up to 5 years. Programs pursuingcontinuing accreditation by CCNE are eligible for anaccreditation term of up to 10 years.

� CCNE has one set of accreditation standards for alleducational programs:

◦ The CCNE Standards for Accreditation of Baccalaureate andGraduate Degree Nursing Programs amended April 2009Graduate Degree Nursing Programs, amended April 2009,went into effect on January 1, 2010.

◦ The 1,000 post-baccalaureate practice hour requirement (refer to the DNPEssentials) must be completed in a supervised academic program.

National League of Nursing Accreditation(NLNAC)

� 6 core components

◦ Mission and Academic Capacity◦ FacultyFaculty◦ Students◦ Curriculum◦ Resources◦ Outcomes

Question?

� Are DNP programs offering the core curricularrequired to meet the degree competencies?

� Are graduates of DNP programs utilizing these coret i i ti ?competencies in practice?

� Does the utilization of these competencies improvepatient outcomes?