NUR 8000 Week 1 Discussion: The Doctoral Degree and Professional Nursing Practice
NURS 8000 DNP: Professional Opportunities for Doctorally Prepared Nurses
NUR 800 Week 1 Discussion: The Doctoral Degree and Professional Nursing Practice SAMPLE
The impact on the healthcare environment is mostly “unknown” as a result of the relatively recent emergence of nurses with a DNP (Beeber et al., 2019). The doctor of nursing practice opens up a number of positions for nurses who have completed the program. In the Advanced Practice position (APRN), which includes nurse practitioners, certified registered nurse anesthetists, clinical nurse specialists, or clinical nurse midwives, the DNP-prepared nurse can put their degree to use (AACN, 2006). The DNP-prepared nurse would also be qualified for positions in administration, leadership, and education (Beeber et al., 2019). However, they can discover that they are juggling several roles at once. This reaction will be the best strategy to help DNPs reify their position and impact on health care. The most significant function a DNP-prepared nurse can play is bridging the gap in health care for their community. There are extremely stringent standards for DNP-prepared nurses. The DNP is expected, among other things, to make diagnostic and practice management decisions, give advanced health and physical evaluations, understand advanced physiology and pathophysiology, and exhibit advanced understanding of pharmacology (AACN, 2006). Clinical judgment, critical thinking, and evidence-based nursing practices and solutions are how they should put this information to use (AACN, 2006). The DNP-prepared nurse should be capable of implementing changes in healthcare and has practical understanding of healthcare systems, health policy challenges, and related topics (Edwards et al., 2018). My desire to earn a doctorate stems from the need to bridge the gap in the provision of psychiatric healthcare. Finding psychiatrists who will not only treat a challenging and frequently violent population but but do it for far less than what they could earn in private or corporate health care settings is challenging for the organization I work for. There aren’t many options available to people who live in a conservative state that does not prioritize providing for mental health needs. As medical and psychiatric specialists become scarce, the State is increasingly considering the APRN as a less complicated and more affordable alternative.
I’m employed with the State Hospital of San Antonio. We can accommodate little about 300 patients at our hospital. We have 12 psychiatrists and 3 medical doctors for the whole of that population. In an ideal world, we would have 15 psychiatrists and 5 doctors. Despite the gap appearing to be little in the numbers, it is actually very substantial. If I were to get my DNP, I could take on all of their cases, cutting the number down to 75, a reduction of 25. It seems sense that this could be the difference between happy patients and potential staff burnout and loss, or even worse, unhappy patients.
At the beginning of 2020, we were learning about the creeping virus that was causing serious harm to those infected, COVID. My peers, team members, and leadership were scared. Staff spoke of walking out if they were to be assigned to care for a patient with COVID. I suggested to administration that we should open an admissions unit, for the sole purpose of quarantine. At this point, our patients would only be exposed to the virus through one of two vectors: new patients and staff members. I was so grateful that they heard my idea, and implemented it. We were the first hospital in the city to set up a quarantine unit.
Achieving my DNP would help me continue to make an impact on my facility and community. I am incredibly lucky to have an administration that will listen to anyone who has an idea that promotes patient safety and positive patient outcomes. Unfortunately, I am young in my career, and they care closer to retirement. I may not have the same administration in five years. I want to be a DNP-prepared nurse to serve, and to advocate for those who do not have a voice. I want to become a DNP-prepared nurse to be heard.
Also Check Out: Blog: How Do You Practice Intra- and Interdisciplinary Collaboration in Practice?
Works Cited:
American Association of Colleges of Nursing (AACN). (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://go.openathens.net/redirector/waldenu.edu?url=https://www.sciencedirect.com/science/article/pii/S0029655418305852?via%3Dihub
Edwards, N., Coddington, J., Erler, C., & Kirkpatrick, J. (2018). The Impact of the role of Doctor of Nursing practice nurses on healthcare and leadership. Medical Research Archives, 6(4).
The Doctoral Degree and Professional Nursing Practice
- Why did you decide to enroll in graduate school?
- What informed your decision to pursue your chosen degree?
- How will earning this degree influence your career?
This week, you consider the characteristics of various programs, including the DNP and the PhD. The focus of the DNP degree is on clinical practice, whereas the focus of the PhD is on research. In conjunction with other professional colleagues, DNP- and PhD-prepared nurses often collaborate to analyze critical issues and find appropriate ways to address them.
This first Discussion provides an opportunity for you to examine what it means to earn a doctorate and how your selected degree program relates to your professional goals.
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To prepare FOR The Doctoral Degree and Professional Nursing Practice :
- Consider the reasons you have chosen to pursue an advanced degree. How do you anticipate that earning this degree will support your professional goals?
- Reflect on the comments shared by the experts in this week’s media regarding the value of a DNP degree and the various roles available to DNP-prepared nurses, as well as the characteristics of the PhD program and opportunities for PhD-prepared nurses.
- Based on the information presented this week, have you developed any new ideas or goals for your future? If so, what are they?
Post a cohesive response that addresses the following:( 1TO 2 PAGES )
- What does it mean to be a nurse with a practice or research doctorate? What are the expectations associated with this degree? How might this be different for a nurse who holds a different degree?
- How do these considerations relate to your motivation to pursue a doctoral degree right now?
NUR 800 Week 1 Discussion References to follow
Required Readings
Zaccagnini, M. E., & White, K. W. (2014). The doctor of nursing practice essentials: A new model for advanced practice nursing (2nd ed.). Sudbury, MA: Jones & Bartlett. [Vital Source e-reader] (DNP STUDENT ONLY)
“Imagining the DNP Role” (pp. xvii–xxviii)
Houser, J. (2015). Nursing research: Reading, using, and creating evidence (3rd ed.). Burlington, MA: Jones & Bartlett.
[For PhD students ONLY]
Chapter 1, “The Importance of Research as Evidence in Nursing”
American Association of Colleges of Nursing (AACN). (2006). The essentials of doctoral education for advanced nursing practice. Washington, DC: Author. Retrieved from http://www.aacn.nche.edu/DNP/pdf/Essentials.pdf
[For DNP students ONLY]
“Introduction” (pp. 3–7)
Cleary, M., Hunt, G. E., & Jackson, D. (2011). Demystifying PhDs: A review of doctorate programs designed to fulfill the needs of the next generation of nursing professionals. Contemporary Nurse: A Journal for the Australian Nursing Profession, 39(2), 273–280.
Note: You will access this article from the Walden Library databases.
[For PhD students ONLY]
Conn, V. S. (2014). Prepare to launch: Optimizing doctoral education to ensure career success. Western Journal of Nursing Research, 36(1), 3–5.
Note: You will access this article from the Walden Library databases.
Conn, V. S., Zerwic, J., Rawl, S., Wyman, J. F., Larson, J. L., Anderson, C. M., Markis, N. E. (2014). Strategies for a successful PhD program: Words of wisdom from the WJNR editorial board. Western Journal of Nursing Research, 36(1), 6–30.
Note: You will access this article from the Walden Library databases.
[For PhD students ONLY]
Foster, R. L. (2012). Doctoral education and the future of nursing. Journal for Specialists in Pediatric Nursing, 17(2), 77–78.
NUR 800 Week 1 Discussion Note: You will access this article from the Walden Library databases.
Sperhac, A. M., & Clinton, P. (2008). Doctorate of nursing practice: Blueprint for excellence. Journal of Pediatric Health Care, 22(3), 146–151.
Note: You will access this article from the Walden Library databases.
[For DNP students ONLY]
Laureate Education (Producer). (2012g). Welcome to Walden [Video file]. Retrieved from https://class.waldenu.edu
Laureate Education (Producer). (2011b). Introduction: The doctor of nursing practice [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 2 minutes
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%)
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%)
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%)
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%)
is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English. |
4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited. |
0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited. |
||
| Second Response: Timely and full participation |
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation. Posts by due date. |
4 (4%) – 4 (4%)
Meets requirements for full participation. Posts by due date. |
3 (3%) – 3 (3%)
Posts by due date. |
0 (0%) – 2 (2%)
Does not meet requirements for full participation. Does not post by due date. |
||
| Total Points: 100 | ||||||
Name: NURS_8002_Week4_Discussion_Rubric
Every doctoral degree comes with certain responsibilities. When people see the title of doctor, inherently trust and respect result. Starting on the journey to a doctoral degree comes with a lot of responsibility to the profession, patients, community and self. The long and winding road will likely have bumps. Nursing has evolved and now provides two different avenues to meet the continually growing need for doctoral prepared nurses. While nurses who have a love for lifelong learning look to their future it is important to understand how an individuals goals align with each doctoral degree. Phd and DNP have different goals related to the future of nursing.
A PhD in nursing has a focus on research and teaching which means there is also a focus on ensuring funding via grants for the institution (Cleary & Hunt, 2011). Research requires a great deal of time and energy which translates to a long time before the information generation translates into practice changes. Nurses who pursue this avenue are often working to leave their mark on the world and this can take many years to accomplish. Due to the extensive time, effort, and costs associated with a PhD, completion is also an obstacle (Cleary & Hunt, 2011). It is not for the faint of heart as the research process requires an immense amount of work. As a result of this long lead time, the new doctorate in nursing was born (Sperhac & Clinton, 2008).
The DNP was born out of a need to impact practice and patient care swiftly. Patients need to have better care today and nurses are expected to deliver this care. Nursing has a focus on evidence and data thus this lends itself to a focus on the practice side of nursing (Sperhac & Clinton, 2008). Integration of data and evidence-based practice provide credibility to the nurse thus leading to better outcomes for patients. The DNP also allows the exploration of more clinical based issues to be identified and explored more quickly as the DNP has access to needs as they are identified in the clinical setting. Innovation is expected of the DNP as they apply the research of the PhD. DNP prepared nurses can also engage in research and apply the outcomes readily. Recent changes in the global climate have accelerated the need to apply information rapidly. The COVID-19 pandemic has stretched many practitioners to the breaking point and has also opened the doors to new areas of research and application (The Impact of COVID-19 on the Nursing Profession in the U.S. | AONL, n.d.).
Nursing is more than a profession to most who are successful. As I look at my career progression over the last twelve months, I would never have imagined the changes I would encounter or those our world would encounter. I am fortunate that nursing is my chosen passion as it is agile and able to meet the constant changes to which we have grown accustomed. The year 2020 was labeled the year of the nurse and to me this means the year of transformation. As a result of this transformation, I personally examined my goals in a new way. Given the chance to gain insight my lifelong goal of being the best nurse I can, has driven me to pursue my terminal degree in nursing. As an operating room nurse who turned to an informatics nurse the Doctor of Nursing practice is the degree for me as my journey in nursing is anything but standard. If not now, when. I am here to seize the day.
References:
Cleary, M., & Hunt, G. E. (2011). Demystifying PhDs: A review of doctorate programs designed to fulfil the needs of the next generation of nursing professionals. Contemporary Nurse : A Journal for the Australian Nursing Profession, 39(2), 273–280.
Sperhac, A. M., & Clinton, P. (2008). Doctorate of Nursing Practice: Blueprint for Excellence. Journal of Pediatric Health Care, 22(3), 146–151. https://doi.org/10.1016/j.pedhc.2007.12.015
The Impact of COVID-19 on the Nursing Profession in the U.S. | AONL. (n.d.). Retrieved March 29, 2021, from https://www.aonl.org/resources/impact-of-covid19-on-nurses