The Doctor of Nursing Practice (DNP) degree has gained traction in the United States over the last twenty-two years. Nurses who specialized in clinical practice and held an advanced practice license supported the development of the DNP degree as an alternative to a terminal degree specialized in research science and academia, the Ph.D. The first DNP academic program was started at the University of Kentucky under the leadership of Dean Carolyn Williams in 2001 (Melander et al., 2023). The vision for the development of this degree was precipitated by many discussions across the country between nursing academia and nursing practice settings. Dialogue focused on the profession of nursing being a practice science supported by scientific evidence and research. While the traditional Doctor of Philosophy degree produced competent nurse researchers and scientists, a gap was identified in the profession’s ability to apply research and evidence to nursing practice. Hence, the Doctor of Nursing Practice degree evolved. In 2004, the American Association of Colleges of Nursing (AACN) released a vision statement in support of the DNP degree, stating that “these programs should prepare nurses to become experts in specialized advanced practice and/or prepare nurse leaders at the highest level of nursing practice to improve patient outcomes and translate research into practice” (Melander et al., 2023).

Fast forward to 2017, as I began researching doctorate programs in nursing, I was surprised by the overwhelming number of programs offered throughout the country. The sheer quantity of program options and the enrollment statistics to support the exponential growth of DNP programs spoke to the nursing profession’s desire for a doctorate focused on the practice of nursing. As a director of a prelicensure hospital-based RN program and a member of the leadership team in an acute care hospital, it was my professional responsibility to pursue development at the highest level of nursing practice. The DNP degree brought an opportunity to my career development plan, which supported all my professional passions: implementing research science into nursing practice, quality improvement initiatives focused on improving patient care, data analysis and manipulation, leadership and business acumen, and nursing advocacy.

While the DNP credential is well respected in my academic role, the benefit this degree has brought to the development of my leadership role has surpassed my expectations. Coursework in managing a healthcare system, data analytics, and healthcare finance has given me the ability to not only understand the big picture in the business of healthcare but also to contribute to the conversation and question the status quo. DNP-prepared nurses are well-equipped to identify system-level problems and propose new models of care (Beeber et al., 2019). Having a broader perspective related to the business of healthcare while understanding the clinical challenges nurses face at the bedside gives a DNP-prepared nurse opportunities to present information and solutions through a different lens. Opportunities on boards, advisory committees, and professional organizations have become vast, not simply for having a doctorate but because of the ability to contribute to professional dialogue through a broader perspective, which creates opportunities for collaborative work and contribution to the nursing profession. Networking is important, but only as important as your ability to contribute meaningfully to the conversation.

Academic-Clinical Partnerships have always been important in healthcare. However, during the pandemic, these relation-ships became vital. When healthcare organizations needed “all hands-on deck” to support patient care, hospital-based nursing education programs were a model of education that removed barriers in order to get nursing students at the bedside in real-time. As a Director of a hospital-based nursing program with expertise in academia and executive healthcare leadership, the ability to collaborate and support patient care during an unprecedented time in history was certainly unique. Change management, nursing policy, and strategic planning all played an important role in my organization’s ability to pivot successfully during a crisis. That point in time demonstrated the immense value academic-clinical partnerships have and how these two entities can support one another in multiple ways. Soon after I completed my DNP degree, I was assigned to lead the Clinical Professional Development team within the hospital while still leading the School of Nursing. This collaboration and alignment have been such a gift. The ability to create a vision and plan for nursing education, the graduate’s transition to practice, and nursing professional development have allowed me to support the nurses and nursing students along the continuum of novice to expert within the organization. The richness of my DNP journey has allowed me to see beyond what I thought was possible and has given me the ability to create innovative solutions that support the professional development of nurses.

Nurses who are academically prepared at the doctorate level are faced with multiple expectations (Dobrowolska et al., 2021). Knowledge and support of state and federal regulations that impact nursing practice is another sector where DNP-prepared nurses can have an impact. Expertise in nursing policy and the ability to communicate successfully with legislators was an integral part of my DNP curriculum. As the Director of a prelicensure nursing program, which receives federal support, this knowledge has become essential to my job responsibilities. Just like healthcare business, healthcare policy and the ability to navigate the political infrastructure are essential. Working on both the state and federal levels, lobbying for legislative support has enhanced my knowledge of bills, regulations, statutes, and nurse leaders’ credibility in politics. I continue to support nurse advocacy efforts through the Delaware Nurse’s Association’s Advocacy Committee, and I bring issues and concerns back to my organization.

The motivation to pursue higher nursing education is typically both intrinsic and extrinsic. While external circumstances such as advanced career opportunities may be a nurse’s initial motivation to pursue a DNP degree, the curriculum should enhance the nurse’s ability to translate research into practice. Lifelong learning is a requirement of the nursing profession. Miambo and colleagues (2021) reported that graduates of DNP programs have even reported decreased anxiety in the workplace due to their increased knowledge and confidence. The skills and knowledge acquired through a DNP degree give nurses the tools to critically appraise literature, provide nurses with competencies essential for leadership, and, in turn, shape a nurse’s professional conduct and commitment (Miambo et al., 2021). Professional competency benefits the nurse, the organization, and ultimately our patients.

References

Beeber, A.S., Palmer, C., Waldrop, J., Lynn, M.R., & Jones, C.B. (2019, July). The role of Doctor of Nursing Practice-prepared nurses in practice settings. Nursing Outlook, 67(4), 354-364. https://doi.org/10.1016/j.outlook.2019.02.006

Dobrowolska, B., Chrus´ciel, P., Pilewska-Kozak, A., Mianowana, V., Monist, M., & Palese A. (2021). Doctoral programmes in the nursing discipline: A scoping review. BMC Nursing, 20: 228. https://doi.org/10.1186/s12912-021-00753-6

Mlambo, M., Silén, C. & McGrath, C. (2021). Lifelong learning and nurses’ continuing professional development, a metasynthesis of the literature. BMC Nursing, 20: 62. https://doi.org/10.1186/s12912-021-00579-2

Melander, S., Hampton, D., & Rayens, M.K. (2023, September). Celebrating over 20 years: Outcomes from the first doctor of nursing practice program. Journal of Professional Nursing, 48, 186-193. https://doi.org/10.1016/j.profnurs.2023.07.011