Analysis of Implementation of the Doctorate in Nursing Practice Degree - Research Paper Example

Analysis of Implementation of the Doctorate in Nursing Practice degree In a nursing profession and other practice disciplines, there exist two categories of Doctoral programs: practice- oriented and research- oriented. In this profession, the term practice as conceptualized in the 'American Association of Colleges of Nursing' (AACN) refers to any form of nursing involvement that influence health care upshot for persons or society. It includes a comprehensive development and implementation of health policy, management of individual or direct care for patients, and administration of the nursing profession and health care organizations. Doctorate level practice is one of the highest levels of nursing practice, and it involves top-notch training based on nursing science. The two categories of doctorates may coexist inside the same nursing education division. The predominant research-oriented doctorate program in nursing Ph.D., whereas the practice-focused discipline is Doctor of Nursing Practice (DNP) though recently introduced. The latter is seen as a counter-PhD because the proponents feel that former doesn’t have a practical aspect. It is for this reason that much contrary views have arisen. The inception of the Doctorate in nursing practice by the American Association of Colleges of Nursing has got some mixed reception within the nursing profession. The proponents have grounded on the fact that unlike tradition doctoral programs, the DNP program will emphasize practice-oriented direction and offer an alternative to research-oriented doctoral programs. The first reason to move to this program is due to the shifting of the nation’s intricate health-care environment. It requires high level of scientific skills and practices proficiency to provide quality treatment outcomes (Aacn.nche.edu, 2014). Various institutions such as joint commission and foundations and the institute of medicine have supported this program and called for a re-look on the nursing profession that prepares practical aspect of nursing. Another major factor that builds impetus for change of the nursing culture at doctorate level include: the speedy expansion of comprehension underlying practice; inclined health care complexities; widespread concern over patient safety and quality of health and scarcity of nursing workforce. This demands a high standard of preparation of nursing practitioner who can be able to design, assess, and evaluate patient care. The shortage of practice-focused nursing faculty has made the DNP attract increased learning expectation of nursing community to fit the existing gap (Aacn.nche.edu, 2014). Demand and increased wages for DNP-prepared nurses are another momenta for the increased enrollment of this program. Schools on a national scale have initiated the program, and sizeable and spirited enrollment is reported. It is a boost for the program because most employers quickly recognize the exceptional contribution that such experts have to offer in the practice arena. According to Nurse practitioners magazine in a survey conducted in 2011, the DNP-trained nurses earned about $8,576 more than PHD-prepared (Aacn.nche.edu, 2014). Although practice nursing is significant, research is far much important because much of the practice is dependent on existing research. With proponents of DNP suggesting that those that enroll in this program may win demand and better remuneration in future only means that potential researchers without knowing go for the DNP as opposed to traditional Ph.D. programs. This resurgence will result in a low number of nurse scientist and consequently a decline of evidence-based practice thus defeating one of the grounds for creating the DNP (Dracup et al., 2005). In addition, DNP lacks the strength to embrace practice-imbedded training necessary to conduct independent research. Clear evidence particularly in the AACN statement shows that DNP will have less stressing on theory and meta-theory. It states further that the focus will be on evaluation & the use of research rather than research methodology content and conduct. Who is then going to do the research to be evaluated? That’s what DNP program lacks .comparing the two groups of nurses, the Ph.D.- trained scientist can do clinical work and still interpret research into practice. A practice doctorate (DNP) nurse is probably untrained to create new skills for practice through research as the curriculum excludes research concentrated concepts. Resources are vital for success of nursing, whether in institutions of learning or organization where nursing at dispense. There is sufficient proof that doctoral programs in nursing are resource intensive (Anderson, 2000). It then means that any introduction of new doctoral will compete with existing ones for that scarce university and institutional resources. Reading through the AACN statement, there is no determination to ascertain just from an academic perspective the cost and affordability of the DNP program. Expenses in relation to tuition, the time aspect, and reduced income on joining a protracted DNP program are not explored at all. Again from an employer outlook, it is not well-known the DNP-trained practice nurses will be affordable to third party reimburses and owners of the health care organization. This dilemma poses a challenge to the introduction of the DNP program and all stakeholders ought to be involved and critically evaluate it merits. The main objective of AACN’s Doctorate Nursing Practice is to prepare advanced practice clinicians or “superior” nurses. The AACN’s statement does not show whether the program will adequately prepare the teachers of nursing. Because these teachers are the fundamental asset of the nursing faculty and their work include developing flexible and creative concepts that are needed to help students evaluate research theories. Such deep knowledge of the concepts of the nursing discipline comes from deep study of the theory and meta-theory in the subject, exactly what the DNP aims to de-emphasize. Therefore, for DNP-prepared graduates to lecture or teach, they are expected to be founded in the philosophy of research or meta-theoretical issues that define nursing practice and methodology. Unlike the DNP program, the PhD-trained nurses have the ability to critical think has contributed to strengthening research and practice, education, identifying gaps in nursing profession …, being innovative, and being creative and ingenious in addressing challenges and communicating evidently and efficiently. It is imperative noting that despite receiving large uptake of graduate nurses, the Doctoral in nursing practice (DNP) has a lot of unanswered eyebrows that need to be addressed. Therefore, I believe that it is risky career path for nurses enrolling in this program unless the questionable facts are given proper responses. These issues of concern include, who will carry the research to be evaluated by the DNP graduates? Secondly, did the program designers put into consideration if the available schooling resources? Until such questions are replied, the program is a mess. Remember that before long after the DNS programs were introduced, the curricula shifted focus from what it was meant to de-emphasize and in no time, there was little variance from the Ph.D. program. Today, both Ph.D. and DNS characteristically include courses in philosophy, quantitative research analysis, and nursing meta-theory (Wood, 2005). Perhaps the now proposed DNP by the AACN will take the same route as DNS. Something is in a mess rather than just names of disciplines because all alternatives deal with same units. Conclusively, the suggestion by the American Association of College Nurses that DNP-prepared will improve safety appears to be implying that Ph.D. has been unsafe is not supported by any proof. Notwithstanding this undue equivalence, all stakeholders should thus be involved in formulating and developing this program for it to achieve the intended purpose. References Aacn.nche.edu. (2014). American Association of Colleges of Nursing | DNP Fact Sheet. Retrieved 9 October 2014, from http://www.aacn.nche.edu/media-relations/fact-sheets/dnp American Association of Colleges of Nursing (2004). AACN position statement on the practice doctorate in nursing. Washington, DC: AACN. Retrieved from the World Wide Web on September 10, 2005 at www.aacn.nche.edu/DNP/DNPPositionStatement.htm Anderson, C.E. (2000). Current strengths and limitations of doctoral education in nursing: Are we prepared for the future? Journal of Professional Nursing, 16(4), 1919-2000 Dracup, K., Cronenwett, L., Meleis, A.J., & Benner, P.E. (2005) Reflections on the doctorate of nursing practice. Nursing Outlook, 53(4), 177-182. Wood, M.J. (2005). The Need for Some Sense Making: Doctor of Nursing Practice. Nursingworld.org. Retrieved 9 October 2014, from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume102005/No3Sept05/tpc28_316027.html# Read More