DNP Role Assignment
DNP Role Assignment
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Northern Kentucky University
DNP 802 Role Development
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DATE
Introduction
A Doctor of Nursing Practice (DNP) and Doctor of Philosophy in Nursing (PhD) are advanced nursing degrees that involve significant knowledge of the nursing field. PhD-prepared nurses are essential to developing the research base needed to support evidence-based practice and advance nursing knowledge, and DNP-trained nurses play a key role in translating evidence into practice and educating nursing students in practice basics (National Academies of Sciences, Engineering, and Medicine, 2021). In addition, the DNP degree also enables a nursing practitioner to assume leadership roles in healthcare to ensure quality, safe, and satisfying care services are provided to the patient population. While there is a significant difference, it is important to recognize that while the DNP is framed with clinical competencies, it is viewed as separate but equal to research doctorate. This paper will focus on the appropriateness of having a PhD/DNP prepared nurses as a nurse educator at University level.
Background and Significance
Nursing practitioners play a crucial role within the health care delivery system. Rapid changes in healthcare delivery, financial constraints and consumer demand have impacted the practice of all healthcare providers and are critical factors in the emergence of the role of advanced practice in nursing. Nursing education have evolved over the years, however the process of educating and preparing healthcare providers has faced many challenges throughout history (Groccia & Ford, 2020). The education of nursing practitioners has grown to prepare nurses to identify social determinants of health (SDOH), improve population health, and promote health equity (National Academies of Sciences, Engineering, and Medicine, 2021). Nurse educators play a significant role in ensuring that student nurses are adequately prepared to achieve the course outcome and understand the curriculum. Additionally, nurse educators offer inspiration, mentorship and teach the next generation of nurses about the safe approach to future patient care. Having a DNP as a nursing school faculty member is essential because DNP-prepared nurses are well-equipped to fully implement the science developed by nurse researchers prepared in PhD, DNS, and other research-focused nursing doctorates (American Association of Colleges of Nursing, 2022). In addition, the evolving demands of the nation’s complex healthcare environment require the highest levels of scientific knowledge and hands-on experience to ensure high-quality patient outcomes; the Institute of Medicine, the Joint Commission, the Robert Wood Johnson Foundation and other agencies have called for a redesign of the educational programs that prepare today’s health workers (American Association of Colleges of Nursing, 2022).
The DNP Essentials take the current MSN Essentials and expand them to include a focus on population health; The practice doctorate also addresses the gaps previously identified in master ‘s programs such as practice management, health policy, information technology, risk management, utilization and translation of evidence based practice, and advanced diagnosis and management (Flanagan et al., 2021). According to McCauley et al., 2020, BSN prepared nurses without healthcare experience are enrolling in DNP programs to become system leaders and those with health care experience and are enrolling in DNP programs to become APRNs, who better to prepare them than DNP prepared nurses. (Giardino, 2014)
Literature Review
Nurse educators with the DNP degree are trained to develop a connection between nursing education and nursing practice. Bellini et al., (2012) argues that to ensure academic nursing progression and active clinical practice are achieved, nursing schools need to have a DNP or PhD as a faculty member as they tend to have the ability to infuse extensive nursing practice knowledge in the nursing curriculum, and this can make a significant contribution towards elevating the gap between nursing education and the nursing practice. Furthermore, Carollo & Mason (2017) also asserts that DNP prepared nurses tend to be appropriately positioned to offer nursing education to students and to encourage them to assume various role in nursing practice following their significant experience in multiple academic and clinical education settings. This affirms the advantage nursing schools have in utilizing a DNP prepared nurse as a faculty member. Other advantages include educator’ ability to emphasize the use of evidence-based approach, an extensive perspective regarding the systems-based issues, nursing experience and other related aspects which aid in preparing the nursing students for various challenges and rigours within the nursing roles and responsibilities (Carollo & Mason, 2017).
Edwards et al. (2018) also affirm that the National nursing organization advocates that the DNP is the preferred educator to prepare nurses for clinical leadership, practice, healthcare system restructuring and research translation into the clinical setting. This is mainly because, despite their specialty, the DNP also tend to have core competencies that tend to align with clinical leadership, health policy, health finance, organizational systems, informatics and the integration of evidence-based practice. Furthermore, Edwards et al. (2018). also identify that the ability to design and assess an innovative patient care model, cost-effectiveness relating to the patient’s care approach and the influence of the health policies in different healthcare levels holds significant knowledge to prepare new nurses to offer quality, safe and satisfactory health care services. McNelis et al. (2018) also supports the notion by affirming that evidence-based practice tends to be a thread throughout the DNP education, and as a result, it tends to strengthen the implementation of research-based interventions which are often utilized in the improvement of patient outcomes. The knowledge of evidence-based practice and its importance in healthcare delivery may be passed from one nursing generation to another by having DNP as a faculty member (McNelis et al., 2018).
Marrocco & El-Masri (2019) on the other hand argues that the constant increase in the population of DNP graduates in relation to the shortage of PhD-prepared nurses has majorly contributed to hiring DNP into higher education with minimal differentiation in the role of DNP and PhD. Additionally, the shift within the faculty mix is expected to increase and, as a result, create enormous confusion, which may, in future, threaten the PhD education investments if the special mandate between the DNP and the PhD, educations are not adequately addressed. Further, the nursing practice tends to be in need of the DNP to be able to effectively resolve various nursing issues. On the other hand, the nursing practice also tends to be in need of the PhD to be in a position to develop and also perform innovative research within the nursing field (Marrocco & El-Masri, 2019). Thus, the belief that nursing education has the potential to tremendously benefit from the recruitment and incorporation of DNPs is guaranteed if the recruitment tends to identify the role of the DNP in the nursing practice. Furthermore in, research conducted by McNelis et al. (2018) identified that nursing DNP and PhD graduates pointed out that the knowledge attained from the degrees significantly enhanced and increased confidence in relation to their ability to perform research but also had limited confidence in incorporating the achieved research concepts in their teaching. This pointed out that there is a significant need for the DNPs and PhD to be provided with additional academic knowledge to enable them to effectively fulfil the teaching role. In general, to ensure that the essential nursing knowledge is effectively passed from one nurse generation to another, it is important to make sure that the PhD or DNP nurses in nursing schools are offered adequate knowledge to enhance their teaching skills (McNelis et al., 2018).
Swot Analysis
The SWOT analysis below offers an effective presentation of the various strengths and weaknesses that are linked to having a DNP nurse as a faculty member in a nursing school. Additionally, it will also identify the various opportunities and threats which are linked to having DNP as a faculty member and the other benefits or risks that may impact nursing education and the nursing practice.
| Strengths · Allows the promotion of evidence-based practice knowledge among new nurses, which contributes to promoting quality care (National Academies of Sciences, Engineering, and Medicine., 2021). · DNPs tend to have considerable experience within the clinical setting, and this may function as an excellent guide to prepare the new nurses to overcome the various challenges within the nursing practice. · Having a DNP as a faculty member will ensure that the new nursing students are able to effectively understand the different policies and how they may utilize them to achieve quality and positive health outcomes. | Weaknesses · If the concept of DNP and PhD is not adequately addressed, they may be increased confusion on the ultimate role each nurse has within the nursing field. · Increased recruitment of DNP in nursing education may contribute to threatening the future education investment of the PhD as it may be regarded to be irrelevant in the field of nursing (National Academies of Sciences, Engineering, and Medicine., 2021).
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| Opportunities · Enormous clinical and nursing educational knowledge among the DNP nurses will prepare the new nurses to meet the nursing goals when they are recruited as faculty members. · Having a DNP as a faculty member in a nursing school also promotes a better understanding of the role that nursing practitioners play within the healthcare delivery system (National Academies of Sciences, Engineering, and Medicine., 2021)
| Threats · Increased recruitment of DNP in nursing education will lead to confusion regarding the key role that a DNP plays in the nursing field for new nurses (Zaccagnini & White, 2021). |
PEST Analysis
Pest analysis has been conducted to offer a prediction of how the role of a DNP as a faculty member in a nursing school will benefit nursing education, the nursing field, and the general healthcare delivery system. The PEST analysis will focus on addressing the various external aspects that will impact the overall performance of the nursing practice.
| Political · The incorporation of DNP nurses as faculty members in a nursing school will influence the effectiveness of the health systems. DNP students develop skills related to policy analysis and policy development. According to Milstead and Short (2019) Nurses study the basics of how bills become laws in the baccalaureate programs , but in graduate school an extension of focus on legislative issues is provided as this help nurses learn to participate in a range of governmental and political activities. · The laws that govern nursing practice are set by each state and can vary widely. In some states, DNPs have the authority to practice independently, while in others they must have a formal agreement with a physician. The influence of DNPs on these laws can come from advocacy by professional organizations, educational institutions, and the DNPs themselves. · The role of DNPs as primary care providers has implications for reimbursement policies. NPs, including DNPs, are reimbursed by Medicare and private insurance for the services they provide. However, reimbursement rates for NPs are often lower than those for physicians, and this can be a barrier to the full utilization of NPs in the health care system. | Economic · Understanding the role of nursing practice aids in promoting effective health systems, health economics and health insurance by contributing to clinical practice. · Promotes cost-effectiveness through assessing the patient care strategies and quality care improvement teams’ coordination. · Promotes reduced care costs as the new nurses will be offered adequate nursing knowledge, which contributes to reduced patient stay in hospitals and minimal cases of readmission. · The significant DNP’s knowledge and experience setting may promote positive patient health outcomes when passed on to new nurses.
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| Social · The new nurses will achieve exposure to evidence-based practice and understand the essentialness of evidence-based practice in the health care delivery. · Attaining knowledge from DNP nurses will ensure that new nurses are able to differentiate themselves and demonstrate their contribution towards enhancing the health care delivery system. · DNPs can also advocate for policies and programs that address non-medical factors affecting that impact the health of patients. This includes advocating for affordable housing, access to healthy food, and other initiatives that improve the overall health and well-being of communities. · DNPs can play a critical role in coordinating care for patients with complex health needs, They can work with other health care providers, social service agencies, and community organizations to address disparities that impact the health of patients. According to Office of Disease Prevention and Health Promotion (ODPHP, n.d.). Social determinants of health (SDOH) have a major impact on people’s health, well-being, and quality of life. | Technological · Promotes the ability of nursing students to collect and analyse data. · Promotes the ability to impact media and the nursing profession integrity central to nursing excellence. · Increase in knowledge and sharing of skills and Advanced Practice philanthropy using access to resources and communication devices. · DNPs use nursing informatics and the technology of EHRs to support clinical decision making and improve patient outcomes. They have the skills to analyse data from EHRs and other sources to inform clinical decisions and make evidence-based recommendations. · Nursing informatics provide opportunities for nurses to monitor and track the quality of care they provide and identify areas for improvement by using EHRs to track patient outcomes and monitor clinical performance. |
Implementation Strategies
The need to have a DNP-prepared nurse be a faculty member in nursing school is crucial in ensuring that the various roles and responsibilities that have constantly increased due to healthcare delivery trends are adequately addressed. Doctoral level knowledge and skills in these areas are consistent with nursing and health care goals to eliminate health disparities and to promote patient safety and excellence in practice (American Association of Colleges of Nursing, 2022). The DNP-prepared nurse is able to emphasize evidence-based practice as the basic approach towards enhancing the quality of health care delivery. Additionally, as a faculty member, a DNP-prepared nurse will have the opportunity of helping nursing students achieve leadership skills, understand the essentialness of evidence-based practice, affect changes in nursing practice, nursing education and government regulations.
Stakeholder Support
For the role implementation to be successful, it is essential to achieve the stakeholders’ support, as this will promote open communication, sharing of ideas and a more collaborative decision-making approach. Having support from both internal and external stakeholders is crucial as it influences the need to have DNP-prepared nurses as faculty members. Attaining individual opinions from both internal and external stakeholders ensures that the role is beneficial to all parties before implementing it (Zaccagnini & White, 2021)
The key stakeholders in the implementation of DNPs (Doctor of Nursing Practice) can include:
· Nurses – DNPs are advanced practice registered nurses (APRNs) who provide high-level care to patients.
· Patients – DNPs are involved in direct patient care and therefore, patients are a crucial stakeholder group in the implementation of DNPs.
· Employers – Health care organizations and hospitals are employers of DNPs, and they play a vital role in the implementation of DNPs by providing resources, support, and recognition of the role.
· Government agencies – Federal and state governments regulate the practice of nursing and have a role in the implementation of DNPs by setting standards and licensing requirements.
· Professional organizations – National and international organizations for nursing, such as the American Nurses Association and Sigma Theta Tau International, play a role in the implementation of DNPs by advocating for the role, promoting best practices, and offering education and professional development opportunities.
· Universities and academic institutions – These institutions play a crucial role in educating and preparing future DNPs, and they also have a role in the ongoing development and recognition of the role.
Financial Implication
Cost-benefit analysis may be used as a tool that identifies the essentials of having DNP-prepared nurses as a requirement for being a faculty member in a nursing school. Essential 11 requires DNP graduates have the ability to evaluate the cost effectiveness of care and use principles of economics and finance to redesign effective and realistic care delivery strategies (American Association of Colleges of Nursing, 2022). DNP prepared faculty members have positive impact on health care costs by making sure that new nurses are provided with adequate nursing practice training. This in turn promotes enhanced patient care, develops a healthy working environment, and establishes a cheerful outlook towards the nursing practice. In general, the financial implication of having a DNP as a requirement for one to be a faculty member in a nursing school tends to outweigh the negative implication within the nursing practice.
Evaluations and Measurement
To determine the essentialness of having a DNP to be a requirement for one to qualify as a faculty member in a nursing school, it is important to utilize dependable a valid tool. This will ensure credibility, hence promoting continuous action as support from the stakeholders. An appropriate approach for evaluating and measuring the requirement for having DNP to be a faculty member is through tracking data. This approach will review nurse-sensitive information which is correlated to patient harm, and poor care services, among other related information. This information tends to be crucial for reporting, intervention and action planning which are crucial to promoting quality care improvement and positive patient outcome.
Summary
DNPs develop a connection between nursing education and the nursing practice. Overall, clinical knowledge changes rapidly, which often leads to a disconnect between the clinical world and the nurse academics. In addition to ensuring nursing academic progression and active clinical practice are achieved, the nursing schools need to have an individual with DNP or PhD as a faculty member as they have the ability to infuse extensive nursing practice knowledge in the nursing curriculum, According to the American Association of Colleges of Nursing (2021), In universities it is increasingly difficult to develop the kind of clinical scholarship and maintain the kind of credibility necessary for first rate programs without a higher level of education among our faculty. Moreover, having a DNP or PhD as a nursing school faculty member is essential and necessary in supervising nursing students during clinical rotations, providing enlightening information to nursing students on the various key aspects to positive healthcare outcomes such as coordination, effective communication, and collaboration.
References
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