NURS 8002 Doctoral Degree and Professional Nursing Practice

A Sample Answer For the Assignment: NURS 8002 Doctoral Degree and Professional Nursing Practice

I found your discussion this week relatable.  The motivation behind why you chose to pursue your DNP resonated because far too often a patient’s race, socioeconomic class, and status have become one of the determining factors in the quality-of-care patients receive.  Very disheartening to read you felt there was nothing you could do. I was recently speaking with a co-worker of mine about the state of our healthcare system.  We chatted about how we have gotten so far away from providing quality care for patients and healthcare workers becoming less compassionate. 

As I thought about our conversation more, I began to think about leadership in healthcare. I worked in an oncology unit for six years and this was the best unit I have ever been a part of. We had a great cohesive unit and the nurses worked as a team.  Two of the principles we lived by were no nurse left behind and you are only as strong as your weakest nurse. Putting these principles into practice was reflected in our patient satisfaction scores.

We prided ourselves on providing great care and positive patient outcomes.  I must admit we would not be the team we were without great leadership.  My director at the time held a Master’s in clinical nursing practice. I remember she was a big advocate for implementing changes that would make our unit better, advocated for better working environments for staff, systemic changes, and keeping the patients at the center of it all.

Doctorial education in nursing is designed to prepare nurses for the highest level of leadership in practice and scientific inquiry (American Association of Colleges of Nursing, 2006).  Anna, you have a direct advantage in knowing what is needed to implement change. Your first-hand experiences are a driving force to speak on what is needed for positive change, best practices, and better patient experiences.  You mentioned helping fight inequality.

Possibly coming up with a training program for healthcare workers to become more culturally competent.  As a prepared DNP not only will you be able to influence change, but the scientific evidence to help bring the change you want to see. Nurses prepared at the DNP level must demonstrate their value to healthcare administrators and nurse executives by sharing their outcomes and engaging in empirically-based work to substantiate their value (Tussing, et al., 2018).

References

American Association of Colleges of Nursing. (2006). The Essentials of Doctoral Education for Advanced Nursing Practice. American Association of College of Nursing: The Voice of Academi Nursing, 1-28.

Tussing, T., Brinkam, B., Frances, D., Hixon, B., Labardee, R., & Chipps, E. (2018). The Impact of Doctorate of Nursing Practice in Hospital Setting. Journal of Nursing Administration, 48(12), 600-602. doi:Tussing, T. , Brinkman, B. , Francis, D. , Hixon, B. , Labardee, R. & Chipps, E. (2018). The Impact of the Doctorate of Nursing Practice Nurse in a Hospita10.1097/NNA.000000000

What does it mean to be a nurse with a practice or research doctorate?

The PhD and DNP represent the complementary and alternative approaches to the highest level of educational preparation in nursing (Michael and Clochesy, 2016). In practice for me, this allows for an increase in knowledge dissemination, more responsibility and leverage when it comes to collaborative approaches, decision making, bringing research to practice, innovativeness, and bridging knowledge gaps in practice.

There are two routes to go to achieve the highest levels in nursing. One track is to get a PhD which is research based and tends to lend itself to a career in research or education (Gaines, 2019). Many nurse educators at the Masters level require a doctorate and of course to teach doctorate nurses that is required. The PhD nurse does not often work in clinical settings and while the degree often takes longer to receive, the PhD does not need renewal.

The DNP nurse is based in clinical practice. There are many articles that discuss how there is a lack of definition with regard to the exact purpose of the DNP and that more studies are needed to determine what they do most often but there are some generalities. They often act as advanced practice nurses at the bedside, working as providers to patients or they hold leadership roles in hospital systems such as chief nursing officers (Beeber, Jones, Palmer, Waldrop, Lynn, 2016).

In order to receive a PhD one must complete three to four years full time with the education being primarily online, however students are expected to be on campus for specific events such as their dissertation and defenses. The dissertation is a research based final project that all students of a PhD program must complete and successfully defend.

In a DNP program, it can be completed in three years, post bachelor and two or sometimes less if the student already has a masters. However, while it is shorter, these students must obtain clinical hours and they must create and carry out a quality improvement project.

I understand the challenges that will come with attempting to obtain a nursing degree of the highest level but I want to make a bigger difference. That is why I am doing this. I have interest in all areas of nursing but especially in mental health and the emergency department which often blends together very closely. I do want to do patient care, I enjoy patient interactions and helping people on an individual level. I do not see myself ever giving that up completely.

I also think I will continue teaching in some capacity, although probably only part time. I truly want to implement some upper level changes though. I already have been working on my quality improvement project which is based in the departments I said I enjoy, the ED and mental health. Too often, I see nurses outside of mental health units not knowing how to treat patients with mental illness and it often leads to injuries and/or unnecessary restraints.

I want to implement crisis prevention intervention (CPI) training throughout an emergency department and see if those injuries and restraint numbers go down. It would be safer for the staff and lead to better patient care and outcomes. Previously, I have done a training in a few hospitals with my mother, the ED nurse, regarding these ideas of improved patient care of the mental health client in non-mental health environments and it has seemingly been well-received.

References

Beeber, A., Jones, C., Palmer, C., Waldrop, J., & Lynn, M. 2016. Determining the role of the nurse with a doctor of nursing practice degree. Research Brief. Retrieved from https://www.shepscenter.unc.edu/wp-content/uploads/2016/12/ResearchBrief_DNP_Beeber_final.pdf

Gaines, K. 2019. Dnp vs phd in nursing- what is the difference? Education. Retrieved from https://nurse.org/education/dnp-or-phd-in-nursing-difference/

Thanks for this discussion. I can relate to your discussion in so many ways about bedside nursing, the comfort, and the associated convenience of being used to the role. I commend your effort. I would like to contribute to the discussion and input. Looking at the professors comment that Nurses with master’s degree perform some of the DNP roles already.

The major difference of DNP prepared nurse is the Nursing Research, making a determined social change in the community as a Nurse Leader in the highest level of the discipline with multifaceted roles.

According to the AACN, 2022, the roles of Doctor of Nursing Practice (DNP) programs prepare nurse is to be a Nurse Leader who functions at the highest level of nursing practice with one of the primary assignments of improving patient outcomes and translating research into practice.

As a DNP prepared nurse, it is necessary that the DNP know the DNP curriculum and understand that it is a buildup on the traditional master’s programs with a goal to provide contents in evidence-based practice into the nursing practice, advocate and implement quality improvement, and in systems leadership, be a leader with a difference among other key areas.

In addition, as DNP prepared Nurse, our role is to seek for a terminal degree in nursing practice that offers an alternative to research-focused doctoral programs and fully implement the science developed by nurse researchers prepared in PhD, DNS, and other research-focused nursing doctorates to benefit the nursing practice and the healthcare services.

The PhD, DNS individual are called the Nurse Researchers and they conducts the research, while the PhD, DNP practice roles includes the translation and the evolvement of the research, working in collaboration with the nurse practitioners and other health care team members to implement a change (Falkenberg-Olson, A. C., 2019).

As part of the curriculum of the AACN, 2006 and the Walden University vision and mission it is important that the DNP prepared Nurse focus on enhancing competency development through training, faculty, and leadership positions (Walden, 2020).

The expectations associated with the DNP degree requirements, the practicum/field experience and completion of the Doctoral Project is to improve knowledge, expand the nursing practice and improve patient outcomes, improve leadership abilities to boost the nursing practice and healthcare delivery, provide a better management of the program requirements, the credit hours and the required practicum hours before any accreditation and credentialing.

Moreover, accredited schools have recruited people from non-nursing and nursing backgrounds into the nursing program to increase the number of professors that are readily available to competently teach the practice courses (AACN, 2006).

Anna, thanks for your insight into the topic and sharing your personal experiences.

References.

American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. https://www.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdfDownload DNPEssentials.pdf

American Association of Colleges of Nursing. (2020). Face Sheet: The Doctor of nursing Practice (DNP). https://www.aacnnursing.org/Portals/42/Newa/Factsheets/DNP-Factsheets.pdfLinks to an external site.

American Association of Colleges of Nursing. (2020). AACN Face Sheet – DNP. www.aacnnursing.org/news-dat/fact-sheets/dnp-fact-sheetLinks to an external site..

Falkenberg-Olson, A. C. (2019). Research translation and the evolving PhD and DNP practice roles: A collaborative call for nurse practitioners.Links to an external site.Links to an external site. Journal of the American Association of Nurse Practitioners, 31(8), 447–453. https://doi.org/10.1097/JXX.0000000000000266Links to an external site.

Walden University. (2020). A Vision for Social Change Report. https://www.waldenu.edy/why-walden/social-change

What are the expectations associated with this degree?

The expectations associated with the DNP and PHD, are standards set out by the American Association of Colleges of Nursing, The institute of Medicine and National Research Council of the National Academies. The DNP 8 essentials delineated address the foundational competencies that are core to all advanced nursing practice roles:

(AACN,2006)

• Scientific Underpinnings for Practice
• Organizational and Systems Leadership for Quality Improvement and Systems Thinking
• Clinical Scholarship and Analytical Methods for Evidence Based Practice
• Information Systems Technology and Patient Care Technology for the Improvement and Transformational of Health Care
• Health Care Policy for Advocacy in Health Care
• Interprofessional Collaboration for Improving Patient and Population Health Outcomes
• Clinical Prevention and Population Health for Improving the Nation’s Health
• Advanced Nursing Practice

How might this be different for a nurse who holds a different degree?

Different entry points may exist however curricula must be individualized for candidates based on their prior education and experience (AACN, 2006). Nurses that hold a different degree may not be as prepared and or have a hard time conceptualizing the programs essentials to nursing practice. Many students entering DNP programs will have a masters degree that has been built on AACN’s masters essential, that which attain many of the competencies defined in the DNP essentials (AACN, 2006).

How do these considerations relate to your motivation to pursue a doctoral degree right now?

In completing a masters level program, it allowed me to thinking from a leadership perspective as well as the opportunity to cover some of the DNP essentials; the credibility that the DNP offers, allows for greater recognition and a competitive edge when bringing ideas to practice. Walden university DNP programs offers

(Laureate Education, 2012)

• Creditability in decision making
• Apply research to promote evidence-based practice
• Advocate for patients though policy and reform efforts
• Use technology to improve the quality and safety of patient care
• Manage organizational change effectively
• Perform at the highest level of clinical practice
• Empowerment and being a part of decision making
• Managing Change

Reference

American Association of Colleges of Nursing (AACN). (2006). The essentials of doctoral education for advanced nursing practice. Washington, DC: Author. Retrieved from http://www.aacnnursing.org/DNP/DNP-Essentials

Michael, M.J. & Clochesy, J. M. (2016). From scientific discovery to health outcomes: A synergistic model of doctoral nursing education. Nurse Education Today, 40. 84-86.

Laureate Education (Producer. (2011). Introduction: The doctor of nursing practice video retrieved from https://class.waldenu.edu

A doctoral degree carries a certain set of expectations associated with the completion of advanced educational attainment. Earning a DNP degree is no exception. What are the expectations associated with a DNP-prepared nurse? How might these expectations differ among nursing staff without a DNP degree?

The role of a DNP-prepared nurse is multifaceted; they can serve as nurse educators, policy and legislation advocates, direct nursing care supervisors, or advanced practice nurses responsible for tracking, installing, and monitoring initiatives aimed at improving nursing and healthcare delivery. Regardless of the expectations associated with a DNP-prepared nurse, throughout your program of study, you will hone the skills necessary to enact each of these roles. Consider which role you are most excited about. What do you hope to accomplish in the realm of professional nursing practice with your DNP degree?

For this Discussion, reflect on your personal motivations to pursue a DNP degree. Consider the expectations associated with the DNP-prepared nurse, including how these may differ with a PhD-prepared nurse. Reflect on the DNP degree requirements, including your practicum/field experience and completion of your Doctoral Project. Then, think about how you will demonstrate the alignment of the AACN DNP Essentials to the completion of these program-of-study milestones.

To prepare:
•

Review the Learning Resources and reflect on the reasons you have chosen to pursue a DNP degree. How do you anticipate that earning this degree will support your professional goals?
• Reflect on the differences between DNP and PhD degrees. How may this relate to your decision to pursue the DNP degree?
• Review the degree requirements for completing your DNP at Walden. Specifically, consider the focus of the Doctoral Project and practicum experiences as discussed in the DNP Essentials document. Keep in mind that you will be required to identify a site or sites for completion of your DNP project and your practicum hours required for the degree. You can refer to the Field Experience requirements presented in the Learning Resources.

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• After reviewing the DNP Essentials document and the DNP Project Process Guide for the DNP project, reflect on what it means to address an organization’s needs to attend to a gap in practice or implement a practice change. What is the difference between a gap in practice and a practice change? How does your role as the DNP-prepared nurse contribute to meeting a stakeholder need?

By Day 3 of Week 4

Post a brief explanation of the role of the nurse with a practice doctorate. Be specific. Explain the expectations associated with obtaining this degree, including how these expectations might be different for a nurse who holds a different degree. Then, explain how these considerations relate to your motivation to pursue a DNP, including a brief description of how your role as a DNP-prepared nurse will meet a potential organization’s need to address a gap in practice or implement a practice change. Discuss any experiences you have had in addressing a gap in practice or a practice change within an organization. Be specific.

The Doctor of Nursing Practice (DNP) degree is a terminal practice doctorate in nursing that equips graduates to work at the highest level of nursing practice to influence healthcare outcomes through organizational leadership, systems thinking, interprofessional collaboration, health policy, and direct patient care—all of which contribute to the transformation of health care delivery. To answer societal demands for adequate, accessible, and high-quality healthcare throughout the wellness-to-illness continuum, DNP nurses engage as change agents and innovators (Giardino et al., 2020).

With a DNP, the nurse’s position is Advanced Clinical Practice; DNP-trained nurses are experts in their specific practice areas, whether pediatrics, family health, acute care, or another specialty. They dispense medications, diagnose and treat some medical conditions, provide direct patient care, plan and carry out patient care, and arrange care. DNP holders may manage large healthcare organizations and complicated systems.

They can design and carry out healthcare policy, improve patient outcomes via attempts at quality improvement, and do so by working with interdisciplinary teams. DNPs get training on critically evaluating and applying research findings to clinical practice. Employ suggestions supported by evidence to enhance patient care, healthcare delivery systems, and research translation (McNeil et al. 2019)

 DNPs have a greater level of education and training than nurses with other degrees, such as a Bachelor of Science in Nursing (BSN) or Master of Science in Nursing (MSN), qualifying them for advanced clinical practice and leadership roles. DNPs are well-positioned to enhance nursing by driving practice innovation, improving patient outcomes, and advancing nursing (AACN, 2019).

My ambition to make a real difference in healthcare, reach the pinnacle of my profession, and be part of a team that makes critical choices for the patient’s safety and the nurse’s progress drives my motivation to pursue a DNP. To be a fantastic and inspiring role model for my children. As a DNP, I can interact with multidisciplinary teams of doctors, nurses, pharmacists, and administrators. By encouraging good cooperation and communication, I can enable practice adjustments and adopt new solutions to solve gaps.

As a DNP-prepared nurse, I will have the knowledge and abilities to address gaps in practice and push organizational practice reforms. In my present work as a nurse, I have had the chance to be part of a team to manage a quality improvement project, which included resolving a gap in practice or making a practice change inside an organization and recognizing a deficit in patient education on medication adherence, creating an educational program for chronic disease patients.

Administering the program with the help of healthcare professionals and evidence-based tools resulted in higher drug adherence rates and better patient outcomes. My desire to pursue a DNP stems from my desire to improve patient care, drive practice reforms, and have a positive effect within healthcare organizations. I am confident in my abilities to address gaps in practice, make evidence-based reforms, and contribute to enhancing healthcare delivery using the knowledge and skills earned via a DNP program.

Giardino, E. R., & Hickey, J. V. (2020). Doctor of Nursing Practice students’ perceptions of professional change through the DNP programLinks to an external site..Links to an external site.. Journal of Professional Nursing, 36(6), 595–603. https://doi.org/10.1016/j.profnurs.2020.08.012

Fang, D., & Zangaro, G. A. (2022). Completion and attrition of DNP students of the 2006-2015 matriculating cohorts. Nursing Outlook, 70(3), 487-495.

McNelis, A. M., Dreifuerst, K. T., & Schwindt, R. (2019). Doctoral education and preparation for nursing faculty roles. Nurse educator, 44(4), 202-206.

By Day 6 of Week 4

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days by suggesting an additional perspective on what it means to be a nurse with a practice doctorate, offer support to the expectations with obtaining the degree that your colleague posted, or expand upon your colleague’s post.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Submission and Grading Information
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To access your rubric:
Week 4 Discussion Rubric

Post by Day 3 of Week 4 and Respond by Day 6 of Week 4

To Participate in this Discussion:
Week 4 Discussion

Why DNP COLLAPSE

There are two routes to go to achieve the highest levels in nursing. One track is to get a PhD which is research based and tends to lend itself to a career in research or education (Gaines, 2019). Many nurse educators at the Masters level require a doctorate and of course to teach doctorate nurses that is required. The PhD nurse does not often work in clinical settings and while the degree often takes longer to receive, the PhD does not need renewal.

The DNP nurse is based in clinical practice. There are many articles that discuss how there is a lack of definition with regard to the exact purpose of the DNP and that more studies are needed to determine what they do most often but there are some generalities. They often act as advanced practice nurses at the bedside, working as providers to patients or they hold leadership roles in hospital systems such as chief nursing officers (Beeber, Jones, Palmer, Waldrop, Lynn, 2016).

In order to receive a PhD one must complete three to four years full time with the education being primarily online, however students are expected to be on campus for specific events such as their dissertation and defenses. The dissertation is a research based final project that all students of a PhD program must complete and successfully defend.

In a DNP program, it can be completed in three years, post bachelor and two or sometimes less if the student already has a masters. However, while it is shorter, these students must obtain clinical hours and they must create and carry out a quality improvement project.

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I understand the challenges that will come with attempting to obtain a nursing degree of the highest level but I want to make a bigger difference. That is why I am doing this. I have interest in all areas of nursing but especially in mental health and the emergency department which often blends together very closely. I do want to do patient care, I enjoy patient interactions and helping people on an individual level. I do not see myself ever giving that up completely.

I also think I will continue teaching in some capacity, although probably only part time. I truly want to implement some upper level changes though. I already have been working on my quality improvement project which is based in the departments I said I enjoy, the ED and mental health. Too often, I see nurses outside of mental health units not knowing how to treat patients with mental illness and it often leads to injuries and/or unnecessary restraints.

I want to implement crisis prevention intervention (CPI) training throughout an emergency department and see if those injuries and restraint numbers go down. It would be safer for the staff and lead to better patient care and outcomes. Previously, I have done a training in a few hospitals with my mother, the ED nurse, regarding these ideas of improved patient care of the mental health client in non-mental health environments and it has seemingly been well-received.

References

Beeber, A., Jones, C., Palmer, C., Waldrop, J., & Lynn, M. 2016. Determining the role of the nurse with a doctor of nursing practice degree. Research Brief. Retrieved from https://www.shepscenter.unc.edu/wp-content/uploads/2016/12/ResearchBrief_DNP_Beeber_final.pdf
Gaines, K. 2019. Dnp vs phd in nursing- what is the difference? Education. Retrieved from https://nurse.org/education/dnp-or-phd-in-nursing-difference/

Role of the nurse with a practice doctorate

Due to the rigorous curricula set for doctorate prepared advanced nurse practitioners, as well as the clinical skills acquired, the DNP is in a prime role for leadership and making changes through research, making this a pretty versatile role. (Falkenburg.-Olson. 2019) Reading the assigned readings this week, it appears one commonality is that the role of the doctorate of nursing practice (DNP) is not clearly defined. (Beeber. 2019).

DNP’s have been noted to carry the traditional role of an APN in clinical practice whereas some have been found in administration roles. In one instance a DNP was noted to have used this position and used the position to promote equitable healthcare and in another instance a DNP led an interdisciplinary team with the use of evidenced based practice. (Tussing. 2018) Otherpositions that have been filled by DNPs are healthcare policy, executives, informatics, and community focused roles.

When developing the DNP programs, part of the rational was to learn how to recognize gaps and develop practice knowledge and skills to improve healthcare delivery (Falkenburg-Olson. 2019). This type of training would also serve purpose in becoming an educator as it would allow for ability to share and train new DNPs to not only recognize gaps but also ways in solving problems. In one example from Tussing, a DNP who was in an educator role, “led a multidisciplinary team in the development of educational resources and a staff training plan for the care for patients experiencing infection and emerging pathogens such as Ebola Virus disease” (Tussing. 2018)

Other examples of DNP’s is as a clinical coordinator to build better care plans, assist with maintaining goals and provide support for patients and families on medical-surgical units due to a need for increased quality and increased length of hospital stays. Another DNP was noted to have worked on quality improvement projects using evidenced based practices. (Tussing. 2018)

Expectations associated with obtaining doctorate, similarities and differences to other degrees
The DNP is a practice focused degree and takes into consideration the clinical experience and skills an NP has developed that will help align DNPs to take leadership roles. In embarking on the journey to obtain the DNP degree, anticipate the completion to be a doctoral project that is inclusive of scientific content and research methodology (AANC. 2006).

While taking courses and furthering education to support the final project, one must put emphasis on learning scholarly approaches to navigate through making advances in nursing practice and addressing gaps in practice using evidenced bases, implementation and evaluation. (Falkenbur-Olson. 2019)

Hartjes recommends that if the DNP is going to be used in the role of becoming an educator that educational coursework should be considered during this process. (2019). “to critically appraise current evidence, translate research into practice, and implement quality, process, organizational, and operational improvement methods to positively impact patient outcomes and the delivery of health care” (Hartjes. 2019)

Another terminal degree that can be obtained is a PhD however this is a more research focused education path. The PhD curricula will place more emphasis on theory, research and statistics. The goals that have been set in each program are slightly different however are complimentary to each other. The completion of the PhD program is displayed by a dissertation with an extensive research study. (AANC. 2006)

The PhD focuses much on “producing data that can be translated into practice to advance all levels of health care” (Falkenburg-Olson. 2019) When you combine a PhD with an NP you are widening the scope of practice by having strong research abilities and skilled clinical practice which is quite effective in trouble shooting areas of concern.

“Requirements for admission, the length of the programs and the graduation requirements, as well as the overall cost also differ” ( Hartjes. 2019) PhD programs are typically research based, are more commonly online and have smaller classes. Many PhD programs allow admission once a semester and require a mentor to be in place.

The amount of work necessary during the program often makes it impossible for students to partake in work outside of their education process and the program could be quite lengthy. Whereas, DNP programs are doing hybrid classes, allowing for higher quantity. Admission to these programs are frequently throughout the year and allow more flexibility in the students life. (Hartjes. 2019)

My motivation and how will I contribute to potential organization

We are often being asked, how we are going to make a change, what are we going to do. This is a struggle for me to come up with an answer. Over the last few years, I have learned that if you take a step back and just pay attention, take note of what is happening, you will see where you are needed and what you are needed to do. I have also learned that I am very much a problem solver. I am not a “put a bandaid on it” kind of person. I like to look for the root cause and try to find a solution from the bottom up. I do believe obtaining my DNP is the path that was created for me and am excited to see where it leads.

I have, however, come across some areas that I recognize need improvement. Medication errors that occur during transfer of facilities happen quite often. I have had a patient go to the hospital on two medications and those medications just disappear from their profile, no rationale, and new medications started. As I am experiencing these situations, I take everything in. It does appear that it is due to a poor medication reconciliation, poor communication or lack of preparedness upon discharge and admission.

It is difficult for me to explain how I problem solve, but I take things in, constantly. I trouble shoot in my head until I can figure out a possible way for it to be better. I am always taking in the systems I work within and how they function so I will hopefully one day be able to connect the pieces and produce an effective solution.

Formally, I could do a questionnaire, possibly asking individuals of their transfer process, not what policy is but what they actually do. The questionnaire alone may actually help solve some of the problem as it could represent a self-evaluation as well. Often self-evaluations help individuals recognize their weaknesses and strengths. Chart review could also be used as part of the assessment of the gap in care. Once completed and a plan is established, it would be implemented. Afterwards, chart audits would be able a simple way of evaluation. (Fiset. 2019)

I do believe part of these errors occur because many people just do not take that little extra step. This is also why I want to become an educator. I see how many errors that I have caught, with my patients alone. I work in mental health, many of my patients are unable to advocate for themselves. My hope in becoming an educator is to add a touch of humanization to practitioners. To teach them to take that one extra step because someone’s life really could depend on it.

What experiences have you had in addressing a gap in practice or a practice change?

In my role now, I provide psychiatric care to people in the community-skilled nursing facilities, assisted livings and in their homes. In doing so, I have seen many patients admitted to the hospital due to a lack of knowledge or education on the caregivers part. There are many things that come into play with this.

I am working with our hospital systems education department to start a program that we can offer to outside facilities and families, anyone who provides care to dementia patients, giving them a virtual experience on what it is like to have dementia as well as supportive basic education.

American Association of Colleges of Nursing. (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://doi.org/10.1016/j.outlook.2019.02.006

Falkenberg-Olson, A. C. (2019). Research translation and the evolving PhD and DNP practice roles: A collaborative call for nurse practitioners. Journal of the American
Association of Nurse Practitioners, 31(8), 447–453. https://doi.org/10.1097/JXX.0000000000000266

Fiset, V. J., Davies, B. L, Graham, I. D., Gifford, W., & Woodend, K. (2019). Developing guideline-based quality indicators: Assessing gaps in pain management practice.
International Journal of Evidence-Based Healthcare, 17(2), 92–105. https://doi.org/10.1097/XEB.0000000000000160
Hartjes, T. M., Lester, D., Arasi-Ruddock, L., McFadden Bradley, S., Munro, S., & Cowan, L. (2019). Answering the question: Is the Doctor of Philosophy or Doctor of Nursing
Practice right for me? Journal of the American Association of Nurse Practitioners, 31(8), 439–442. https://doi.org/10.1097/JXX.0000000000000273
Tussing, T., Brinkman, B., Francis, D., Hixon, B., Labardee, R., & Chipps, E. (2018). The impact of the Doctorate of Nursing practice nurse in a hospital setting. The Journal of Nursing Administration, 48(12), 600–602. https://doi.org/10.1097/NNA.0000000000000688

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Name: NURS_8002_Week4_Discussion_Rubric

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		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%) Communication 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%) Communication 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%) Communication 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%) Communication 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

As you stated, many organizations will clarify the preferred skill that they want from a candidate for available positions. Nurses with doctorate degrees will always possess all the required skills to acquire the job due to their advanced education that has trained them to be experts in their chosen specialization. A nurse with a different degree, such as a master’s degree, might not get the job when comparing their qualifications to a nurse with a doctorate. Nurses with doctorates will fill many leadership roles because they have all the qualifications to fill different positions in an organization and can choose what role they want to enter. The AACN narrated that nurses with doctorate degrees can fill different organizational roles by delivering high-quality advanced care to patients at bedsides, mentoring new nurses, and assuming leadership positions (Beeber et al., 2019). Nurses who get jobs in leadership can also put policies in place that can enhance the nursing practice and improve patient care due to their high status. “Having authority and being empowered is critical to nursing leadership as these two factors enable nurse leaders to provide efficient and effective care to patients under the umbrella of their senior nursing role” (Hughes, Carryer, & White, 2015, p. 2126).