This is a compilation of the experiences I have had and the things that I have written while in the DNP program at The University of Texas at Austin School of Nursing. The writings found here are also examples of my application and demonstration of the DNP program competencies. As I continue through my DNP coursework at UT, I will append this ePortfolio with any additional materials written during those classes.
(Adapted from an online class discussion: "What is the DNP role?")
Prior to my research for this discussion, my perception of the DNP role was very non-specific: DNPs are advanced practice nurses who specialize in improving healthcare through evidence-based practice. This perception grew from discussions with a DNP mentor, my time spent reviewing the DNP page on the University of Texas School of Nursing website (UTSON 2018), and my telephone interview with UTSON faculty during the DNP application process to UTSON.
Now, after my first two days of DNP intensive classes and a look at the literature, it is clear that while the above statement isn’t necessarily incorrect, it is clearly incomplete. My perception of the DNP role has changed considerably over the past few days (and I expect it will change even more in the coming weeks and months). While I agree with Walker and Polancich’s assertion that “the role and function of the individual with a DNP within the health care system has been defined individually within each practice environment,” (Walker and Polancich 2018), I think some broader sub-roles can be identified, specifically:
Expert clinician. The DNP is the terminal degree of nursing practice; as such, it necessitates education to the highest level of expertise in clinical nursing. This is such a seminal element of the role of DNP that it is embodied in the American Association of Colleges of Nursing statement The Essentials of Doctoral Education for Advanced Nursing Practice. Essential VIII states: “All DNP graduates are expected to demonstrate refined assessment skills and base practice on the application of biophysical, psychosocial, behavioral, sociopolitical, cultural, economic, and nursing science as appropriate in their area of specialization" (AACN 2006).
Evangelist. Noted technologist Guy Kawasaki uses the term evangelism to mean “explaining to the world how your product or service can improve people’s lives” (HBR 2015). While nursing is not a product or service in the commodity sense, nursing is a service we provide to people: a service for the greater good of the individual and society. As such, I think the term evangelist as it is used in business can also be used by the profession of nursing, and specifically, as part of the role of the DNP. As outlined in the first point, above, DNPs are clinical experts. Who better to explain to the world (to individuals, organizations, other professions, the public) how DNPs, and indeed the entire profession of nursing, can improve people’s lives? I see DNP evangelism at play at the personal level, as well. Because the DNP is a new degree, there is a great deal of uncertainty and a lack of education regarding DNPs. As evangelists, DNPs need to sell themselves to administrators and those professionals doing the hiring, or, as Melnyk argues, “to assist them in understanding the roles of DNP and PhD program graduates and the value they can add to improving the quality of care and patient and population outcomes” (Melnyk 2013).
Educator. As originally conceived by the AACN, DNPs are to be educators, and would “use their considerable practice expertise to educate the next generation of nurses” (AACN 2006). As such, DNPs would be the first choice to educate future generations of DNPs. In addition to teaching in academia, DNPs are invaluable clinical experts for in-house clinical education providers. Not surprisingly, my own perception of the value of DNPs as academicians is high – I am a DNP student and a new evangelist for DNPs, and I believe that DNPs are likely to be excellent educators as a result of our knowledge and expertise. At least one study shows there is not as much consensus across degree levels about the perception of DNPs as being prepared for academic roles. Udlis and Mancusco, for example, found that while the majority (76%) of DNPs feel that DNPs are prepared for academia, significantly fewer PhDs – only 19% - agreed (Udlis and Mancusco 2015).
Leader. DNPs are being prepared for, and are taking, leadership roles in a variety of settings. I believe that DNPs are poised to lead in numerous settings including healthcare organizations, academia, think tanks, healthcare associations and all of the organizations that shape public healthcare policy. Melnyk describes a number of settings where DNPs could seek leadership roles, including “executive positions in health care organizations, director positions within clinical programs, and faculty positions responsible for clinical program delivery,” (Melnyk 2013).
References
American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. Retrieved from http://www.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdf
American Association of Colleges of Nursing. (2012). Doctor of nursing practice (DNP) programs: Frequently asked questions. Retrieved from http://www.aacnnursing.org/Portals/42/DNP/DNPfaq.pdf
Kawasaki, G. (2015). The art of evangelism. Harvard Business Review. Retrieved from https://hbr.org/2015/05/the-art-of-evangelism
Melnyk, B.M. (2013). Distinguishing the Preparation and Roles of Doctor of Philosophy and Doctor of Nursing Practice Graduates: National Implications for Academic Curricula and Health Care Systems. Journal of Nursing Education, 52(8), 442-448.
Udlis, K., & Mancuso, J. (2015). Perceptions of the Role of the Doctor of Nursing Practice-Prepared Nurse: Clarity or Confusion. Journal of Professional Nursing. Journal Of Professional Nursing, 31(4), 274-283.
University of Texas School of Nursing. Doctor of nursing practice (DNP). Retrieved from https://nursing.utexas.edu/academics/gr_degree_dnp.html
Walker, D., & Polancich, K. (2015) Doctor of nursing practice: the role of the advanced practice nurse. Seminars in Oncology Nursing. 31(4), 263-272.