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"Doctor of nursing practice"

Wanda Montalvo, Mary W Byrne
Objective. The aim of this study was to describe and analyze the correlations between mentoring functions and political skill development among nurses who have earned or are candidates for a Ph.D. or doctorate of nursing practice (DNP) degree. Background. The healthcare system is in flux; future generations of Ph.D. and DNP nurse leaders will be required to demonstrate political acumen. Political skill to navigate organizational politics has had limited research within nursing. Methods. A cross-sectional research design using a web-based survey of 222 nurses who have earned or are candidates for a Ph...
2016: Nursing Research and Practice
Doreen C Harper, Teena M McGuinness, Jean Johnson
BACKGROUND: The Doctor of Nursing Practice (DNP) degree positions nurse practitioners (NPs) and other advanced practice registered nurses, with clinical competencies similar to other disciplines requiring doctoral education (medicine, physical therapy, psychology, and pharmacy). In addition, all these disciplines also offer residencies. However, nursing is the only discipline that does not require a doctoral degree and/or have a systematic approach to residency training for advanced practice roles...
August 31, 2016: Nursing Outlook
Nathan G Tipton, Patricia M Speck, Trimika L Bowdre, Pamela D Connor
Despite nurses' demonstrated expertise in the public health workforce, there has been a continued erosion of public health nursing (PHN) positions in health departments and academe. The need for a strong public health infrastructure and well-educated public health workforce remains vital in meeting PHN research challenges. In response to these needs, our college of nursing undertook a six-year Health Resources and Services Administration-funded expansion of the PHN Doctor of Nursing Practice (DNP) program. This article illustrates program evaluation, lessons learned, and PHN DNP graduate and workforce outcomes related to supplying culturally diverse PHN leaders, assuring quality improvement, creating sustainable partnerships, and improving poor health outcomes...
July 2016: Nursing Education Perspectives
Karen Hande, Linda Beuscher, Terri Allison, Julia Phillippi
Doctor of nursing practice (DNP) faculty advisers help students navigate academic challenges, professional development, and leadership opportunities while earning a DNP degree. Student needs during DNP education are unique from other programs and require careful advising to address common challenges. This article links student needs with advising competencies and presents strategies for faculty development and support.
October 5, 2016: Nurse Educator
Michael A Carter, Dwayne Accardo, Thomas Cooper, Patricia Cowan, Wendy Likes, Donna Lynch-Smith, Laura Melaro
BACKGROUND: Many changes have occurred in DNP programs since they first began. University of Tennessee Health Science Center began the practice doctoral program in 1999 and today enrolls over 100 new baccalaureate nursing (BSN)-to-Doctor of Nursing Practice (DNP) students each year. More than 500 DNPs have graduated to date. METHOD: A review of the history and challenges of this program are presented as a potential exemplar for other programs to consider. RESULTS: Several changes have taken place, including a shift from Master of Science in Nursing (MSN)-to-DNP programs to almost all BSN-to-DNP programs, a new appreciation for writing skills, and movement away from a separate DNP project...
October 1, 2016: Journal of Nursing Education
Beth A Staffileno, Marcia Pencak Murphy, Elizabeth Carlson
BACKGROUND: Uncertainty exists surrounding collaborative relations among Doctor of Nursing Practice (DNP)- and Doctor of Philosophy (PhD)-prepared faculty. PURPOSE: This qualitative study explored the attitudes and determinants for effective collaboration among doctoral-prepared nursing faculty. METHODS: Focus groups were conducted using a convenience sample of doctoral faculty who taught in either/both DNP or PhD programs. Focus group questions were derived to identify interpersonal, organizational, and systemic determinants of collaboration...
August 28, 2016: Nursing Outlook
Jean Dowling Dols, Christina Hernández, Heather Miles
BACKGROUND: In the evolving Doctor of Nursing Practice (DNP) movement, there continues to be a lack of agreement about the final scholarly project. PURPOSE: This study identifies and describes the faculty practices and challenges related to the DNP project across the United States. METHODS: In a descriptive research study, 90 DNP program directors responded to an online survey describing the environment of the DNP program with emphasis on the final scholarly project...
July 13, 2016: Nursing Outlook
Deborah Salani, Laura Dean Albuja, Khitam Azaiza
This article will review an innovative on-line preimmersion course for a hybrid doctor of nursing practice (DNP) program and a traditional face-to-face doctor of philosophy nursing program. The doctoral candidates include both postbaccalaureate and postmaster's students. The authors of the preimmersion course developed and initiated the course in order to address various issues that have surfaced in discussions between students and faculty. Examples of common themes identified include writing skills, statistics, life-work-school balance, and navigating instructional technology...
September 2016: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
Beth A Staffileno, Marcia Pencak Murphy, Elizabeth Carlson
A shift in terminal degrees held by nursing faculty is occurring as the number of doctor of nursing practice graduates continues to rise. This change has resulted in some uncertainty and tension. At the same time, there is a pressing need for collaboration among doctoral-prepared nurse leaders to improve care and outcomes for the population. An intellectual community that nurtures learning for all members serves as a blueprint for moving toward a professoriate that engages both doctor of nursing practice- and doctor of philosophy-prepared faculty and enhances scholarly activities, research, and teaching productivity...
September 2016: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
(no author information available yet)
No abstract text is available yet for this article.
July 2016: Journal of Addictions Nursing
Robin Harris, Stefanie B Birk, Jan Sherman
BACKGROUND: The growing number of online Doctor of Nursing Practice (DNP) programs, steady attrition rates, and shortage of faculty created an opportunity to explore the use of distance-mediated mentoring. METHOD: Twenty first-year DNP Nursing Leadership students were matched with DNP-prepared mentors in a formalized e-mentoring program. The Ideal Mentor Scale was used to determine what students desired most from the mentoring relationship in addition to midpoint and end-of-program surveys...
August 1, 2016: Journal of Nursing Education
Linda K Young, Jan L Adams, Sally Lundeen, Katharyn A May, Rosemary Smith, L Elaine Wendt
Wisconsin, like much of the nation, is currently suffering from a growing nursing shortage. The University of Wisconsin-Eau Claire College of Nursing and Health Sciences, in partnership with the University of Wisconsin-Madison, University of Wisconsin-Milwaukee, and University of Wisconsin Oshkosh nursing programs, took advantage of a University of Wisconsin System Incentive Grant for economic and workforce development to address this problem. With a $3.2 million award, the Nurses for Wisconsin goal is to increase the number of baccalaureate registered nurses by expanding the nursing education capacity within the University of Wisconsin System...
July 2016: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
Mary T Weber, Kathleen R Delaney, Diane Snow
Since the introduction of the revised National Organization of Nurse Practitioner Faculties (NONPF) Nurse Practitioner Core Competencies and Population Focused Psychiatric Mental Health Nurse Practitioner (PMHNP) Competencies, a national forum took place to hear from many PMHNP program directors in the field comparing how they have integrated the lifespan competencies and the master's (MS)/or doctor of nurse practice (DNP) essentials into their curriculum. In this paper, we will report first on the major areas of change in the structure and content of the PMHNP-lifespan curriculum as well as the comments made by many faculty from across the country as to challenges and innovative strategies used to meet these challenges...
June 2016: Archives of Psychiatric Nursing
Naomi Elliott, Karen Farnum, Michelle Beauchesne
UNLABELLED: Although graduates of doctor of nursing practice (DNP) programs are expected to demonstrate competence in advanced clinical scholarship, mentoring, and leadership, little is published about how team debate on a global health care topic supports DNP student learning and skill development. PURPOSE: This article reports on an illuminative evaluation of DNP student learning experiences of team debate in the context of a 2-week international school program in Ireland...
May 2016: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
Kristina Thomas Dreifuerst, Angela M McNelis, Michael T Weaver, Marion E Broome, Claire Burke Draucker, Andrea S Fedko
The purpose of this study was to describe the factors influencing the pursuit and completion of doctoral education by nurses intending to seek or retain faculty roles. Traditionally, doctoral education evolved to focus on the preparation of nurses to conduct scientific research, primarily through the doctor of philosophy programs. Most recently, the doctor of nursing practice degree emerged and was designed for advanced practice nurses to be clinical leaders who translate research into practice and policy. Nurses who pursue doctoral education in order to assume or maintain faculty roles must choose between these degrees if they desire a doctorate within the discipline; however, factors influencing their decisions and the intended outcomes of their choice are not clear...
May 2016: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
Debra Hampton, Patricia F Pearce
The purposes of this study were to determine the level of engagement of registered nurse (RN) to Bachelor of Science in Nursing (BSN), Master of Science in Nursing (MSN), and Doctor of Nursing Practice (DNP) nursing students enrolled in online nursing degree programs and to understand whether there are generational differences in level of student engagement. Significant differences were noted for engagement level between generations of students, but no significant difference was noted in the engagement level of students from RN to BSN, MSN, or DNP programs...
May 12, 2016: Nurse Educator
Bernadette Mazurek Melnyk
No abstract text is available yet for this article.
June 2016: Worldviews on Evidence-based Nursing
Susan T Lloyd, Ellen D'Errico, Shirley T Bristol
Doctoral education requires academic motivation and persistence on the part of nursing students; commitment to the process is essential and should be linked to programmatic structure. Programmatic issues in doctor of nursing practice (DNP) programs may be barriers to completion of the final project and lead to attrition. A large, private health care university developed an infrastructure for the DNP curriculum and final project utilizing the Iowa Model of Research in Practice. The purpose was to ensure competency fulfillment, retention and timely completion, and implementation of evidence-based practice and translation science utilizing a leadership approach...
January 2016: Nursing Education Perspectives
Mary F Terhaar, Laura A Taylor, Martha L Sylvia
AIM: This article reflects on the progress of the doctor of nursing practice (DNP) degree and its place in health care. BACKGROUND: The DNP originated over 10 years ago, long enough for a comprehensive evaluation. METHOD: Rogers' Diffusion of Innovation Theory is used to trace the history of the DNP. Nurse leaders from service and academia (n = 120) share strategies and innovations, and evaluate DNP education with a focus on outcomes and impact...
January 2016: Nursing Education Perspectives
Richard Watters, Elizabeth R Moore, Kenneth Wallston
BACKGROUND AND PURPOSE: This study developed and validated a theory of planned behavior (TPB)-based self-report instrument to measure nursing students' attitudes toward evidence-based practice (EBP), perceived support, self-efficacy, and implementation of EBP. METHODS: There were 348 nursing students at 1 university who completed the measure as a pretest at the beginning of a course designed to teach them about EBP; 164 at the end of the course as a posttest. RESULTS: Doctor of Nursing Practice (DNP) students reported higher EBP implementation scores than Master of Science in Nursing (MSN) students who, in turn, had higher scores than prespecialty students...
2016: Journal of Nursing Measurement
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