BACKGROUND

The Institute of Medicine’s (IOM; 2011a) report, The Future of Nursing continues to offer a vision for the evolution of nursing practice. This critical document points out a need for nurses prepared at the doctoral level and calls specifically for an increase in nurses with the DNP degree (IOM, 2011a). The DNP is a terminal nursing practice degree (American Association of Colleges of Nursing [AACN], 2004). To better understand the vision of The Future of Nursing (IOM, 2011a), it is critical to understand what the DNP degree is and what it is not. It is even more important to understand why this degree is necessary. Why do you want this degree? What skills will it add to your nursing practice? Nursing skill sets evolve over time. Nurses need new skills to navigate and solve problems in complex healthcare environments. Nurses need to lead and practice at the highest levels.

LEARNING OBJECTIVES

Activities

Read the IOM (2011b), Future of Nursing report brief and the AACN’s (2004) position statement on DNP education. Use the information in these documents to list the key points of these documents. Talk to colleagues and faculty members to clarify concepts and engage in further discussion.

The Future of Nursing report brief describes four key messages. Write the key messages in the spaces provided.

Other Notes From The Future of Nursing Report

The AACN (2004) Position Statement on the Practice Doctorate in Nursing describe the climate of the practice doctorate at the time of its writing. It provides context to better understand the evolution of the DNP degree. A series of recommendations are made. Review the document and recommendations, and then write your answers to the following prompts and questions.

The idea of “practice” is defined in the context of three major categories. List them.

According to the AACN (2004) document under review, what are some key distinctions of the “practice-focused” DNP degree compared to the “research-focused” PhD degree? Complete the chart and take notes. The first one is done for you.

At the time of publication of this document (2004), how was the need for the DNP degree perceived? Describe why it was important to the future of nursing practice.

List three reasons the DNP degree is necessary for you and your nursing practice.

SUMMARY

The DNP degree is practice focused. The DNP degree is not research focused. The DNP-prepared nurse is influential in leading change. The DNP-prepared nurse is an expert in their clinical field who can identify problems, develop evidence-based solutions, and evaluate the impact of the solution on health-related outcomes. The DNP degree offers a skill set to ensure that nurses meet the expectations of The Future of Nursing report (IOM, 2011a). Next steps:

REFERENCES AND RESOURCES

BACKGROUND

There is a difference between your nursing degree and your nursing role. The Institute of Medicine’s (IOM; 2011) report, The Future of Nursing: Leading Change, Advancing Health recommends that nurses transition seamlessly through a career of lifelong learning. After completing the baccalaureate degree in nursing (BSN), nurses should consider what their role in nursing will be—staff nurse, nurse manager, executive, or advanced practice nurse, for example. These roles will require additional education and training beyond the BSN.

Getting the DNP degree may or may not change your role in nursing. Depending on the your nursing role, the degree options may vary. At each degree level there are certain essential skills outlined by the American Association of Colleges of Nursing (AACN) that are expected of all nurses with the given degree, BSN, MSN, or DNP. In addition, universities and institutions may have additional degree requirements that extend beyond the requirements for nursing practice. The DNP degree prepares the nurse to engage in the highest levels of nursing practice (AACN, 2006).

LEARNING OBJECTIVES

Activity

Examine the options for nursing roles beyond the BSN. List your current role. Select your future role. Are they the same? Or will your role change?

My current nursing role: __________________________________

My future nursing role: __________________________________

For nurses who are considering roles in advanced practice nursing, it is imperative to be aware of what is commonly known as the “Consensus Model.” The National Council of State Boards of Nursing (NCSBN) published a model to better illustrate the various advanced practice roles in nursing. The goal of this model is to provide some unity, standardization, and regulation of these roles across the country. Published in 2008, one of the key features of the model is the process for choosing the advanced nursing role.

Review the information on the Consensus Model (www.ncsbn.org/aprn-consensus.htm).

Now, fill out your information:

Now with your future nursing role in mind, highlight your current highest nursing degree. Then trace the options for completing the DNP degree (Figure 1.1).

Figure 1.1

Three common pathways to a DNP degree. AACN, American Association of Colleges of Nursing; NONPF, National Organization of Nurse Practitioner Faculties.

SUMMARY

After completing the BSN, select your role in nursing. If it is in advanced practice, understand what is required to achieve licensure. Depending on your role, you may have the option to practice with a range of degrees—BSN, MSN, DNP, or an other terminal degree. The DNP degree ensures that a nurse has basic, essential skills to practice at the highest levels of nursing. Next steps:

REFERENCES AND RESOURCES

BACKGROUND

Do you know what the word “research” means? According to Merriam-Webster, the word “research” means:

The use of the word “research” can cause confusion when discussing the DNP Project or when discussing scholarly activity. Sometimes the person using the word “research” in a sentence does not give it the same meaning as the person reading or listening to the sentence does. This may be a potential source of frustration, confusion, and disconnection on the key differences between the DNP and PhD. Sounds crazy? Let me give you an example.

What does this mean? Write the possible explanations

Most likely, this nurse simply meant that she was going to look up some information about diabetes. The word was used as a general verb, about a high-level, precise, execution of the scientific method. Because we are all at different levels, with different experiences, we could easily misunderstand each other. We must use terminology with a clear understanding of meaning. The purpose of this lesson is to retrace what you have learned about the term “research” during your education to date and ensure that you understand the intent of the word when used in the future.

LEARNING OBJECTIVES

Activity

Let’s break this down by discussing what you learned about science and research in elementary school. First, you probably had a poster in your classroom describing the scientific method: Question, hypothesize, experiment, observe and record, analyze, and share results. Do you recall learning this?

What was the point of learning this in elementary school? At first, it is to give you a basic knowledge of the scientific method and process. As people advance in their education, their use of the scientific method may become more refined. In high school, the use of this method probably applied to chemistry experiments. At higher levels, you engage more in the scientific process.

Let’s look at another example. In undergraduate courses, you may have participated in a microbiology experiment. Your project may have sounded like this:

Would you consider this type of work research? Who designed this experiment? The teacher. Who was the leader of this experiment? The teacher. But you were there, engaged, and applying knowledge at a higher level.

APPLICATION

At the doctoral level, you are at the highest levels of nursing practice and nursing science. Nursing scientists all use the same scientific method to answer questions. They are using very precise and exact methods which that can be reproduced. They are taking careful measurements, using validated instruments on properly sampled populations. They intend for the results of their experiment to be used in practice. When the term “research” is used in doctoral conversation, it is generally intended to mean high-level nursing research.

The PhD-prepared nurse is the driver and leader of nursing science. Other nurses, with varying degrees, may assist the PhD-prepared nurse in the research process. However, these nurses are participating in the scientific process; they are not leading or designing the actual experiment.

In a later lesson, we talk more about qualitative versus quantitative data, about the role of the DNP-prepared nurse, and so on. The point here is to ensure that we understand the meaning of the word “research” and to give caution on both its use and intended meaning in doctoral conversation. This applies to faculty and students—choose your words carefully!

If your intended meaning of “research” is to search or gather information on a subject, try to use some of these synonyms: Investigate, inquire, explore, probe, or fact-finding. Next steps:

BACKGROUND

The American Association of Colleges of Nursing (AACN) is a national organization focused on academic nursing. Collectively, the organization is composed of 814 schools of nursing, over 45,000 faculty members, and 513,000 students from both public and private universities. The AACN, in collaboration with partnering organizations, recommends a set of essential skills for nurses at each degree level—the BSN, the MSN, and the DNP. In other words, these are skills that all nurses should have at that degree level regardless of their role in nursing. These Essentials are used to establish expectations of graduates and ensure the quality of nursing education programs (AACN, 2018).

The current DNP Essentials were published in 2006 and are the cornerstone of the DNP curriculum. At the time of this writing, they are under revision. The DNP Essentials outline fundamental content and competencies that are required to achieve the DNP degree. Academic DNP programs seeking accreditation from the Commission on Collegiate Nursing Education (CCNE) must demonstrate that the Essentials are addressed in the DNP program (AACN, 2006).

The DNP Essentials are also closely related to the DNP Project. The DNP Project is an opportunity to operationalize the concepts with faculty input and supervision. The project is one way to demonstrate competency of the Essentials. The project itself does not have to include all the Essentials, but it will include many or most of them (AACN, 2015). Mastery of the DNP Essentials may also occur during didactic activities that take place as a part of DNP coursework. They may also be incorporated into the DNP practice experience required for the DNP degree (AACN, 2015). The DNP practice experience itself will be discussed in detail in a later activity.

It is critically important that you understand the DNP Essentials. This will not happen immediately. In fact, you will complete entire courses to fully master the concepts. In this lesson, we introduce the DNP Essentials. The goal is to ensure that you have enough information to begin thinking about how the DNP Essentials will impact the DNP Project. It may be helpful to return to this lesson later as you progress through your DNP program.

LEARNING OBJECTIVES

Activities

Read the AACN DNP Essentials (2006) document. As you read about each Essential, write a basic definition of each using your own words. Write down any questions you have for your faculty.

SUMMARY

If you review the MSN Essentials and compare them to the DNP Essentials, you might argue that they are very similar. The key difference is the level at which these skills are executed. For example, an MSN-prepared nurse might participate in a team to develop a change in the practice environment. But the DNP-prepared nurse is equipped and prepared to be the leader of the team. Again, the DNP degree is designed to equip nurses for the highest levels of practice and leadership, to drive change, and improve health outcomes (AACN, 2004). Next steps:

REFERENCES AND RESOURCES

BACKGROUND

The DNP is an option for a terminal practice degree in nursing. The curriculum for the DNP degree is based on the American Association of Colleges of Nursing (AACN, 2006) DNP Essentials. The DNP degree is different than other terminal degree options. Again, it is a practice-focused degree, not a research-focused degree (AACN, 2006). The DNP degree itself does not determine one’s nursing role. It ensures that nurses have a skill set to engage in practice at the highest levels of nursing (AACN, 2006). Ideally, DNP- and PhD-prepared nurses should collaborate to maximize health-related outcomes.

In this lesson, the DNP degree is compared to other terminal-degree options in nursing, specifically, the PhD. Being clear on this concept will add clarity to the DNP Project. A word of warning: This has historically been one of the most challenging concepts to explain since the inception of the DNP degree. Students are often unable to articulate the differences even as they applied for their degree program. For many students, the, “ah-ha!” moment does not come until later in their program of study. We want you to feel clear from the beginning so that you can be more successful.

LEARNING OBJECTIVES

Activities

At the most fundamental level, the AACN defines the DNP as a practice-focused degree and the PhD as a research-focused degree. Practice is broadly defined as “any form of nursing intervention that influences healthcare outcomes for individuals or populations” (AACN, 2004, p. 2). The DNP Essentials go on to discuss research focus as “knowledge-generating” (AACN, 2006, p. 3) and more intently focused on concepts of theory, methodology, and statistical precision (AACN, 2006).

Concepts related to the degrees are broken down in the following tables by category: DNP or PhD. Information from the AACN has been translated into each box for you. Use additional resources to add information to each concept. Suggested material can be found under “References and Resources” in this section. Make sure to write down questions for discussion with your faculty member.

In reviewing this information, write down at least two thoughts or questions you have for your faculty.

SUMMARY

The DNP is a practice-focused degree with an emphasis on implementing and evaluating changes in the healthcare setting. The PhD is a research-focused degree centered on more traditional concepts of science. In the next lesson, we will further explore the elements of the DNP Project. Next steps:

REFERENCES AND RESOURCES

BACKGROUND

All nurses should be committed to the idea of using the best information available to make the best decisions they can for their patients. The term “evidence-based practice (EBP)” is defined as “the conscientious, explicit, and judicious use of the integration of current best evidence, clinical expertise, and patient values into the decision-making process for patient care” (Christenbery, 2018, p. 5). Although good in theory, use of evidence in clinical practice can be difficult. There is certainly a tendency to continue behaviors because “that’s the way we have always done it” in nursing. But with this mind-set, we are not delivering the best possible care to our patients.

The Institute for Healthcare Improvement (IHI) states that the goal should be to improve the health of our patient populations by providing access to quality care at affordable costs (IHI, 2018). This has been coined “The Triple Aim.” If we include the self-care of the healthcare team, this is referred to as “The Quadruple Aim” (Figure 1.2).

Figure 1.2

(A) The Triple Aim. (B) The Quadruple Aim.

Even Florence Nightingale used evidence to improve the quality of nursing care. The modern momentum to improve quality in healthcare is well articulated in a series of documents published by the Institute of Medicine (IOM), To Err Is Human in 1999 and Crossing the Quality Chasm in 2001. The Future of Nursing report (IOM, 2011) is a key document that every DNP student needs to read and review in detail. The links to the document summaries are provided here:

These documents point out that the current healthcare system is flawed. The system itself is not safe. People are harmed by preventable errors when they enter the healthcare system. There is variation in cost and quality of care (IOM, 1999, 2001).

Healthcare professionals were also not receiving the knowledge and skills they needed to improve the situation. In 2003, the IOM released Health Professions Education, which states that health professional education programs should include competencies in five areas: (a) patient-centered care, (b) quality improvement, (c) interprofessional collaborative practice; (d) health information technology, and (e) EBP (IOM, 2003). When you align the publication of these documents with the origins of the DNP degree in the early 2000s, it is clear to see a relationship. Nurses with a practice focus need a higher level of skill and education to be change agents in the modern healthcare environment. Specifically, they need to improve their knowledge of EBP and engage in quality improvement and quality assurance.

LEARNING OBJECTIVES

Activities

Use the summary of the IOM (1999) report, To Err Is Human, to extract these key points:

At least 44,000 people die annually from a medical error that could have been prevented (IOM, 1999). What are some of the types of errors that occur?

According to the report, errors are not really caused by “bad apples” but are more commonly caused by what?

The goal set was to reduce preventable errors by 50% or more. To achieve this goal a strategy for improvement was described, using a four-tiered approach. What are those four tiers?

Read the summary of the IOM (2001) report, Crossing the Quality Chasm. This document outlines six specific attributes of “good” or “quality” healthcare. Use the document to describe the intended meaning:

Safe:

Effective:

Patient centered:

Timely:

Efficient:

Equitable:

If the healthcare system were to be redesigned, what are some general principles to use? There are 10 rules for redesign listed in the IOM (2001) report, Crossing the Quality Chasm.

Based on your clinical practice today, do you think quality is being achieved? Is there room for improvement?

There are many models and frameworks for making changes and improving the quality of healthcare. Remember that both a DNP- and a PhD-prepared nurse can make improvements in healthcare. But they use different approaches. The DNP-prepared nurse is more likely to use models and frameworks rooted in EBP and quality improvement (QI). The PhD-prepared nurse will use the scientific method. Look at each model (Figures 1.3–1.5) and read the supplemental materials. How do these frameworks compare and how do they contrast?

Figure 1.3

The steps of the EBP process.

EBP, evidence-based practice.

Figure 1.4

Model for Improvement.

Figure 1.5

Scientific method.

Source: Reproduced with permission from Langley, G. J., Moen, R. D., Nolan, K. M., Nolan, T. W., Norman, C. L., & Provost, L. P. (2009). The improvement guide: A practical approach to enhancing organizational performance. San Francisco, CA: Jossey-Bass.

SUMMARY

The DNP Project is an academic experience designed to help prepare nurses to lead changes at the highest level in the practice setting, which will improve the quality of healthcare (American Association of Colleges of Nursing, 2006, 2015). The DNP Project is rooted in concepts of EBP and QI. It borrows concepts and terminology from science and research but does not fully embrace the precise rigor of the scientific method because it has a different purpose. Next steps:

REFERENCES AND RESOURCES

BACKGROUND

To provide high-quality healthcare, The Future of Nursing report (Institute of Medicine, 2011) envisions a workforce with a skill set to lead change, utilize evidence, and ensure optimal patient outcomes. The DNP degree is a terminal practice-focused degree intended to prepare nurses for this endeavor. The curriculum for the DNP degree is based on the American Association of Colleges of Nursing (AACN, 2006) DNP Essentials. The final academic product of the DNP degree is called a “DNP Project” (AACN, 2015).

The DNP Project is meant to be a learning experience. It is an opportunity to apply skills learned in didactic courses in a real-world context (AACN, 2015). The nature of DNP Projects has evolved and continues to evolve. This is logical as the problems of nursing practice are dynamic and unlikely to remain the same over time. Thus, the goal is to equip nurses with high-level problem-solving skills so that they can continue to lead and engage in projects beyond graduation.

The DNP Project is also highly controversial. The requirements and elements of the project vary based on the nurse’s role, partnering agency, university requirements, and other variables. When the DNP Project was conceptualized, there was no agreement on what it should entail. At some universities, the DNP Project was first modeled after the dissertation completed by PhD candidates. Some schools initially used a portfolio model in which students collected work from different courses to complete a final product. Some schools permitted group projects and others did not. There were schools that permitted integrative or systematic reviews as a final project. In short, the DNP Project did not have clear expectations. The debate over the DNP Project continues, but there has been some recent clarification.

In 2015, the AACN published a white paper titled, “The Doctor of Nursing Practice: Current Issues and Clarifying Recommendations.” The document attempted to set a minimum expectation for all DNP Projects. Regarding the project, the AACN states, “It is important that the translation of knowledge into the practice setting by way of a final scholarly project be clarified to ensure consistency of learning” (p. 3). In other words, when someone graduates with a DNP degree, we want to be assured that the student projects are at least equitable. The contents of the document are only recommendations from the AACN Task Force. Some schools broadly interpret the recommendations. However, it is our opinion that this document represents very reasonable expectations and should be utilized throughout the DNP curriculum until updated or revised.

In this lesson, we will dissect this document to establish a baseline for your DNP Project. In later lessons, we incorporate expectations from your university and guide you through other project considerations.

LEARNING OBJECTIVES

Activities

Use the AACN (2015) document to extract and outline key information. We help you dissect the meaning of the sections as you work.

SUMMARY

Now you have started reading about the minimum expectations of a DNP Project as outlined by the AACN. In the next lesson, we explore the requirements at your university. As the chapter concludes, we return to the AACN document to help clarify other project-related concepts such as the type of project, considerations for group projects, the DNP practice experience, and the DNP practice hours. Next steps:

REFERENCES AND RESOURCES

BACKGROUND

The minimum expectations for DNP Projects are informed by the DNP Essentials and further clarified by the American Association of Colleges of Nursing (AACN) report, “The Doctor of Nursing Practice: Current Issues and Clarifying Recommendations” (AACN, 2015). The individual school or university further outlines its expectations for DNP Projects.

LEARNING OBJECTIVES

Activities

It is the student’s responsibility to ensure that they have read the DNP Project requirements at their school. A list of questions follows to help you extract key information and organize it. Compare the information gleaned to what you have learned. Make a list of questions to further clarify with your faculty.

What is the date or version of your DNP Project requirements? ______________________

Who is your academic advisor? ____________________________________

His or her contact information: _______________________

_________________________________________________

_________________________________________________

What type of DNP degree program are you enrolled in? ___________________________________________

What is your anticipated date of graduation? _________________________________

Take some notes. In reviewing this information, how does the DNP Project process work at your school? Here are some points to consider.

SUMMARY

There will be more questions as you go along. Keep a list of your questions for faculty. Please do not feel overwhelmed at this point. In this lesson, you are simply being introduced to project information at your school so that you can plan. If you know what to expect, it is much easier to complete the process. In the next lesson, we review some actual DNP Projects. By seeing some final products, you can get a sense of what you are trying to accomplish. Next steps:

REFERENCES AND RESOURCES

BACKGROUND

During the first course of my program, the faculty recommended reading a completed DNP Project. “How in the world can you accomplish a goal if you have no idea of what you are trying to achieve?” said Dr. Sabrina Chase. I regret to tell you that it took me almost four semesters to take this advice. When I finally did, it was much easier to see the path to the end. I want you to be better than me—read some projects now! In fact, we will review a few together.

In this lesson, I would like you to select two complete projects from your school to review if possible. Then, I will select some projects to review with you. Our goal is to see how DNP Projects are developed based on what we have learned. We will use the minimum expectations published by the American Association of Colleges of Nursing (AACN, 2015) to guide our discussion.

I need to make a disclaimer before we begin. I am not here to categorize the projects in this review as “good projects” or as “bad projects.” The projects I have selected have something to offer to spark conversation and promote learning. I purposely selected projects that can be freely accessed, in full, online. I tried to select topics that most nurses could relate to in some clinical way. Just to ensure respect and transparency, I am including a link to my own DNP Project along with my review of my project in hindsight.

I have yet to read a “perfect” DNP Project, including my own. I have yet to read a DNP Project and not think, “Maybe they could have done this?” or, “Maybe that would have worked better?” The reality is that DNP Projects exist in the real world. DNP Projects are practice based, like the degree. Practice is messy! It’s dirty, it’s hands-on, and it does not exist in a test tube. The final write-up of a DNP Project rarely sheds full light on the challenges, obstacles, or politics of the process. The DNP Project offers a learning experience. If you get through the process once with the help of your faculty, the idea is that you will do after you graduate. In the final academic write-up, we are sharing what we learned—the good, the bad, and the ugly.

LEARNING OBJECTIVES

Activities

Read the following completed DNP Projects. Take notes as you identify the DNP Project expectations described by AACN (2015). (Editable versions of these activities may be accessed via the show chapter supplementary dropdown at the beginning of this chapter).

How are the two projects similar and how are they different?

Based on these three reviews, what have you learned about DNP Projects?

What questions do you still have?

SUMMARY

I will make one final remark. It may seem off-topic. It may seem inappropriate. Unfortunately, you will get its meaning as you read more and more completed DNP Projects. Writing well is important. You are completing a doctorate after all, the highest level of practice and scholarship. As you read completed DNP Projects, you might observe poor sentence structure, improper punctuation, poor grammar, lack of American Psychological Association (APA) style, and a whole series of other deficiencies. This is not okay! If you struggle with academic writing, please get help early and often. Get or hire someone to proofread your work. Your ability to communicate in writing reflects on the professionalism of our nursing community. Please give your writing or writing development the attention it deserves. Next steps:

REFERENCES AND RESOURCES

BACKGROUND

When nurses hear the words “clinical” or “clinical practice,” they immediately envision nursing school and nursing activities related to direct patient care. That experience was necessary to train you as a general nurse and perhaps as an advanced practice nurse. But for the most part, the traditional sense of the clinical experience for nurses has to do with preparing you for your role in nursing.

As you recall, the DNP is a degree and is not a role in nursing. However, there are certain skills and competencies, called the “DNP Essentials,” that are expected of all nurses who hold a DNP degree, regardless of role. To become an expert on the DNP Essentials, you will need to have a learning experience to ensure that you are prepared at the highest levels of practice. The “DNP practice experience” occurs as part of your DNP academic program and is designed to immerse you in opportunities to operationalize the DNP Essentials. The DNP Project is a significant part of this “DNP practice experience.” However, some DNP Essentials may also be learned as part of certain coursework depending on the design of your curriculum. Be clear that the DNP practice experience is not necessarily the same as you imagine “clinical” to be in other parts of nursing.

The American Association of Colleges of Nursing (AACN, 2006) states that to be expert in the DNP Essentials, 1,000 hours of practice beyond the BSN are needed. When you enter your DNP program, the faculty will determine the number of hours needed to meet this requirement based on your nursing education upon enrollment and intended program of study. For example, if you are a new BSN graduate going into a DNP program, you may complete 1,000 (or even more) practice hours to meet the requirements for both your new nursing role (advanced practice) and the DNP Essentials. If you are a nurse with a master’s degree in nursing, you may receive some credit of supervised practice hours for work completed during that degree. Your work experience does NOT count toward the DNP degree. The AACN is very clear that the 1,000 hours must be completed in the context of a supervised academic program (AACN, 2006).

The DNP practice experience should be diverse and not purely focused on direct patient care. Students can be placed in nontraditional environments to expand their knowledge of health-related issues. As a faculty member, I have place students with social workers, attorneys, chief financial officers, pharmaceutical/insurance companies, the military, and other entities involved in healthcare. Be open-minded. Be clear on how the experience is helping to advance competency of the DNP Essentials and/or the agenda of the DNP Project.

LEARNING OBJECTIVES

Activities

Read “The Doctor of Nursing Practice: Current Issues and Clarifying Recommendations, section IV on Practice Experience, Practice Hours, and Collaborative Partnerships” (AACN, 2015). Schedule a meeting with your faculty advisor and discuss the following:

SUMMARY

In Chapter 9, The DNP Experience, we will discuss the DNP practice experience further and give an exam of potential activities. Be sure to clarify any questions you have as you begin the DNP Project process. As a sidenote, we recommend that you keep a log of everything you do related to the DNP Project process. A form to assist you with this is provided in the Appendix of the workbook. Write things down as you go and later you can discuss what counts or does not count with your faculty. Don’t stress about the idea of 1,000 hours because it will go by very quickly as you engage in this process. Next steps:

REFERENCES AND RESOURCES

BACKGROUND

According to the American Association of Colleges of Nursing (AACN, 2015), group DNP Projects are acceptable when they are appropriate to the program and practice area. Like all group projects, it is difficult to determine the exact contributions of each group member without good planning, clear expectations, and a sound process for evaluation. In this lesson, we will examine the pros and cons of group DNP Projects.

In favor of group DNP Projects are those who assert that the technique promotes teamwork and collaboration. Faculty might argue that in some cases group DNP Projects are necessary because of faculty shortages, lack of collaborative partnerships, or clinical/political limitations. These are valid points. In contrast, others argue that as the DNP is a terminal degree, an individual project is only natural. How else can one demonstrate clear competency of DNP Essentials? After all, there is really no such thing as a group PhD dissertation. Again, these are valid points.

The AACN (2015) is not against the idea of group DNP Projects as long as certain standards are met. Specifically, they state, “each DNP student must have a leadership role in at least one component of the project and be held accountable for a deliverable” (p. 4). AACN also states that guidelines for the project and a rubric for individual student evaluation must be established at the beginning of the DNP Project process. Examples are provided to support these positions.

LEARNING OBJECTIVES

Activity

Review the requirements for DNP Projects at your school to determine whether a group project is even a possibility. If your school does not permit group projects, you can proceed to the chapter summary. If the school does permit group projects, start by reviewing a completed group DNP Project from your school if available. Then answer the questions that follow. When you are finished, we suggest scheduling a meeting with the appropriate faculty member to discuss the group project further. Questions to consider:

NEXT STEPS

REFERENCES AND RESOURCES