Editor’s Memo
The Doctor of Nursing Practice: A focus on clinical leadership Doctor of Nursing Practice (DNP) programs are growing exponentially because interest in earning a clinical doctorate in advanced nursing practice ranks highly among nurses at all stages of their professional careers. In July 2014, the American Association of Colleges of Nursing (AACN) indicated that there were 243 DNP programs in 48 states with an additional 59 programs in various planning stages. In 2006, there were only 20 programs. Through 2013, almost 15,000 students have enrolled in DNP programs, and more than 2,400 doctorally prepared advanced practice registered nurses (APRNs) have graduated.1 Though they may differ in focus and curriculum delivery, the majority of DNP programs share one common thread: a focus on clinical leadership.
stimulate further research on a topic, and communicate an agenda.”2
■ Graduates as change agents Graduates are prepared to become change agents and leaders in improving the quality of care, health outcomes for patients, and systems of care delivery. With leadership comes responsibilities beyond providing direct or indirect care in practice. In my April 2014 editorial, I wrote, “As a nurse, you have a professional responsibility to share your knowledge and experience with colleagues, patients, and the public. Through writing, you can disseminate clinically meaningful information, share new perspectives and experiences, facilitate evidence-based practice …
■ Our DNP authors This month marks the 5th year of devoting a section of the April issue to articles authored by DNP students and graduates. This year, we have included an article written by faculty because many of our authors and readers are in faculty roles, and issues relevant to teaching are of interest to them— particularly DNP education. DNP graduate Dr. Elizabeth Roszel presents a review on nervous system deficits in patients with fetal alcohol spectrum disorder—assessment, management, and prevention of neurologic manifestations. Recent DNP graduate Dr. Amy
www.tnpj.com
■ Positions of influence Last year, the National Organization of Nurse Practitioner Faculties (NONPF) released the NP Core Competencies with Curriculum Content linking nurse practitioner (NP) core competencies to specific suggestions for content in a DNP curriculum.3 NONPF emphasizes that the document is to be used along with established populationfocused competencies. One example is the NP core competency, “disseminates evidence from inquiry to diverse audiences using multiple modalities” is listed under Practice Inquiry Competencies. Suggestions for the curriculum include manuscript preparation, “discussions of clinically meaningful results that may or may not be statistically significant,” and developing presentation skills.3
Williams and coauthors provide an update on developmental screenings and screenings for developmental delays for pediatric providers. Faculty Drs. Christine Hoyle and Gail Johnson, both with DNP degrees, discuss their experience in implementing a DNP FNP clinical curriculum. All three articles identify implications for APRN practice. ■ The value of a DNP degree NONPF and AACN support and work toward further development of standards to ensure quality in the educational programs. The voices of the approximately 2,400 DNP graduates to date need to be heard, and publication is a way for every APRN to have a voice. Become a peer reviewer for The Nurse Practitioner Journal; experts in all areas are invited. Or consider The Nurse Practitioner Journal when selecting a journal for your manuscript. Be a part of The Nurse Practitioner Journal’s 40th Anniversary this year and beyond! REFERENCES 1. AACN. Fact sheet: The doctor of nursing practice (DNP). 2014. http://www.aacn.nche.edu/mediarelations/fact-sheets/DNPFactSheet.pdf. 2. Newland J. Celebrating DNP candidates and graduates. Nurse Pract. 2014;39(4):6. 3. NP Core Competencies Content Work Group. Nurse practitioner core competencies content. NONPF. 2014. http://c.ymcdn.com/sites/nonpf. site-ym.com/resource/resmgr/Competencies/ NPCoreCompsContentFinalNov20.pdf.
Jamesetta Newland, PhD, RN, FNP-BC, FAANP, DPNAP Editor-in-Chief [email protected]
DOI-10.1097/01.NPR.0000461957.53786.12
The Nurse Practitioner • April 2015 13
Copyright © 2015 Wolters Kluwer Health, Inc. All rights reserved.
The Doctor of Nursing Practice: A focus on clinical leadership Doctor of Nursing Practice (DNP) programs are growing exponentially because interest in earning a clinical doctorate in advanced nursing practice ranks highly among nurses at all stages of their professional careers. In July 2014, the American Association of Colleges of Nursing (AACN) indicated that there were 243 DNP programs in 48 states with an additional 59 programs in various planning stages. In 2006, there were only 20 programs. Through 2013, almost 15,000 students have enrolled in DNP programs, and more than 2,400 doctorally prepared advanced practice registered nurses (APRNs) have graduated.1 Though they may differ in focus and curriculum delivery, the majority of DNP programs share one common thread: a focus on clinical leadership.
stimulate further research on a topic, and communicate an agenda.”2
■ Graduates as change agents Graduates are prepared to become change agents and leaders in improving the quality of care, health outcomes for patients, and systems of care delivery. With leadership comes responsibilities beyond providing direct or indirect care in practice. In my April 2014 editorial, I wrote, “As a nurse, you have a professional responsibility to share your knowledge and experience with colleagues, patients, and the public. Through writing, you can disseminate clinically meaningful information, share new perspectives and experiences, facilitate evidence-based practice …
■ Our DNP authors This month marks the 5th year of devoting a section of the April issue to articles authored by DNP students and graduates. This year, we have included an article written by faculty because many of our authors and readers are in faculty roles, and issues relevant to teaching are of interest to them— particularly DNP education. DNP graduate Dr. Elizabeth Roszel presents a review on nervous system deficits in patients with fetal alcohol spectrum disorder—assessment, management, and prevention of neurologic manifestations. Recent DNP graduate Dr. Amy
www.tnpj.com
■ Positions of influence Last year, the National Organization of Nurse Practitioner Faculties (NONPF) released the NP Core Competencies with Curriculum Content linking nurse practitioner (NP) core competencies to specific suggestions for content in a DNP curriculum.3 NONPF emphasizes that the document is to be used along with established populationfocused competencies. One example is the NP core competency, “disseminates evidence from inquiry to diverse audiences using multiple modalities” is listed under Practice Inquiry Competencies. Suggestions for the curriculum include manuscript preparation, “discussions of clinically meaningful results that may or may not be statistically significant,” and developing presentation skills.3
Williams and coauthors provide an update on developmental screenings and screenings for developmental delays for pediatric providers. Faculty Drs. Christine Hoyle and Gail Johnson, both with DNP degrees, discuss their experience in implementing a DNP FNP clinical curriculum. All three articles identify implications for APRN practice. ■ The value of a DNP degree NONPF and AACN support and work toward further development of standards to ensure quality in the educational programs. The voices of the approximately 2,400 DNP graduates to date need to be heard, and publication is a way for every APRN to have a voice. Become a peer reviewer for The Nurse Practitioner Journal; experts in all areas are invited. Or consider The Nurse Practitioner Journal when selecting a journal for your manuscript. Be a part of The Nurse Practitioner Journal’s 40th Anniversary this year and beyond! REFERENCES 1. AACN. Fact sheet: The doctor of nursing practice (DNP). 2014. http://www.aacn.nche.edu/mediarelations/fact-sheets/DNPFactSheet.pdf. 2. Newland J. Celebrating DNP candidates and graduates. Nurse Pract. 2014;39(4):6. 3. NP Core Competencies Content Work Group. Nurse practitioner core competencies content. NONPF. 2014. http://c.ymcdn.com/sites/nonpf. site-ym.com/resource/resmgr/Competencies/ NPCoreCompsContentFinalNov20.pdf.
Jamesetta Newland, PhD, RN, FNP-BC, FAANP, DPNAP Editor-in-Chief [email protected]
DOI-10.1097/01.NPR.0000461957.53786.12
The Nurse Practitioner • April 2015 13
Copyright © 2015 Wolters Kluwer Health, Inc. All rights reserved.
