Maureen Groer , RN, Ph. D. Jessica Heckel , DNP, PhD candidate
DNP and PhD Collaboration: Building Collaboration in a ... · Joint DNP/PhD informational sessions...
Transcript of DNP and PhD Collaboration: Building Collaboration in a ... · Joint DNP/PhD informational sessions...
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DNP and PhD Collaboration:
Building Collaboration in a
College of Nursing
Dr. Melissa Willmarth, DNP, CNM, RN
Dr. Elaine Miller, PhD, RN, CRRN, FAAN
Dr. Jason Gregg, DNP, ARNP, FNP-C
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Objectives
• Provide background for the purpose of the DNP degree.
• Identify barriers to acceptance of the DNP degree.
• Describe effective strategies for the collaboration between DNP
and PhD programs.
• Explore the concept of shared governance as an umbrella
strategy for collaboration.
• Elaborate on successful strategies utilized by the UC College of
Nursing.
• Provide recommendations for successful collaboration.
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Background (Apold, 2008)
Academic Credential:
Road to the PhD
Doctor of Education • 1924: Teachers College of
Columbia University
• 1st doctoral program
available to nurses
Philosophical Doctorate • 1934: New York University
• 1st PhD program in nursing
Professional Credential: Road to the DNP
Doctor of Nursing Science • 1970s: Some maintain
degree developed for
practice rather than research
Doctor of Nursing Practice • 2004: AACN adopted
doctoral preparation as entry
level for APN roles
• 2005: CCNE adopted DNP
as only practice doctorate
considered for accreditation
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Barrier to DNP Acceptance (Edwardson, 2010)
Viewed as a competing interest • Decrease in # of PhD prepared nurses thus reducing
development of new nursing knowledge
• Increase nursing faculty shortage in colleges & universities
• Less rigor: easier path to achieve doctoral degree
Reality • Comparisons not genuine as each degree path has a
completely different purpose
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PhD and DNP Degree Purposes (Edwardson, 2010)
PhD • Prepare nurse scientists/scholars to generate and
disseminate new knowledge for the nursing discipline
• Prepared to independently perform research & scholarship
• Research intensive
DNP • Prepare clinicians to utilize knowledge generated by research
scholars in the delivery of high quality healthcare
• Prepared for using knowledge to deliver services and solve
clinical problems
• Practice intensive
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Collaborative Strategies
• Purpose of collaboration
• Shared Governance
• Collaboration amongst directors
• Joint meetings
• Faculty collaboration
• Student shared experiences
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Collaboration
Overlap represents the
idea that both kinds of
education share:
•Demanding expectations
•Scholarly approach to
discipline
•Commitment to advance
nursing
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DNP Essentials
Scientific Underpinning
Leadership
Clinical Scholarship
Information Systems
Health Policy
Inter-professional
Collaboration
Clinical Prevention
Advanced
Nursing
Practice
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University of Cincinnati
College of Nursing
Vision Transforming health care through
innovative education and research
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University of Cincinnati,
College of Nursing
Mission Develop nurse leaders who are
empowered to generate, explore, and
apply nursing knowledge for evolving
health care environments.
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U.C. College of model involves a dynamic
centered on operationalizing the four critical
principles of fully empowered organizations:
• Partnership
• Accountability
• Equity
• Ownership
Shared Governance Model
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Shared Governance Model
• Partnership implies faculty, students,
staff, administration and the Dean work
effectively together to achieve the goals
of the College.
• Accountability stems from commitment
to a College of the whole and to the
outcomes to be achieved through the
proposed model of shared governance.
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Shared Governance Model
• Equity derives from the vital and important
contributions that each member of the
College community brings to the work of
the College.
• Ownership arises from each member of
the College community also having a stake
in the development of nurse leaders.
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Greer Glazer, Dean
Associate Dean for Research
Donna Martsolf, PhD, RN
Sr. Associate Dean of Academic Affairs
Suzanna Perraud, PhD, RN
Director, Center for Research,
Scholarship & Innovation Terry Beery
Executive Director MSN Programs Denise Gormley
Director CRNA Program
W. T. Ray
Director, PhD Program Donna Shambley-
Ebron
Director DNP Program
Melissa Willmarth
Director, NP Program Christine Colella
Executive Director UG BSN
Adrianne Lane
Director, RN/BSN Program
Jan Dyehouse
Director, Accelerated Pathway Program
Linda Lacharity
Exec Assoc Director UC East
Claudia Mitchell
Director, Co-op Program
Deb Schwytzer
FACULTY
Distance Learning Team
Continuing Education
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Program Directors
• Program directors and faculty from both
the PhD and DNP programs work side by
side to effectively utilize the resources
that are available for optimal student
outcomes
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Joint Meetings
• Regular DNP and PhD program
meetings along with information sharing
at total College Shared Governance
Faculty Assembly Meetings
• Student representation
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Faculty Collaboration
• Teaching
• Curriculum and course development,
evaluation, feedback, and refinement
• Committees and joint representation
• Scholarly activities
• Joint publication
• Networking and sharing of resources
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Student Experiences
• Combined student handbook
• Co-attending social events
• Co-enrollment in some of the Doctoral
core curriculum courses
• Encourage joint collaborative learning
experiences of PhD and DNP students
in courses when possible
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MSN Strategies
Joint DNP/PhD informational sessions with prospective doctoral students
Utilization of both PhD and DNP prepared faculty in program delivery and refinement • PhD: didactic courses related to research & theory
• DNP: didactic courses related to clinical application along with
practicum experiences
Assignments • Discussion board activities
• Problem solving case studies that highlight the contribution of
PhD and DNP students in clinical problem solving
• Short paper applying DNP & PhD concepts
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Future Considerations
Joint projects of PhD & DNP students • Generating and then applying research evidence
into the practice setting.
• Research evaluation and synthesis and its
application to clinical practice.
• Team-based scholarly paper development
• Scholarly writing and presentations
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Future Considerations
• Program Development BSN to DNP/PhD
• Expand Collaborative Research and Its
Translation into Practice
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References • American Association of Colleges of Nursing. (2006). The essentials of
doctoral education for advanced nursing practice. Retrieved February 20,
2012, from http://www.aacn.nche.edu/publications/position/DNPEssentials.pdf
• Apold, S. (2008). The doctor of nursing practice: Looking back, moving
forward. The Journal for Nurse Practitioners, 101-106.
• Brown-Benedict, D.J. (2008). The doctor of nursing practice degree: Lessons
from the history of the professional doctorate in other health disciplines.
Journal of Nursing Education, 47(10), 448-457.
• Edwardson, S.R. (2010). Doctor of philosophy and doctor of nursing practice
as complementary degrees. Journal of Professional Nursing, 26(3), 137-140.
• Evans, C., & Stevenson, K. (2010). The learning experiences of international
doctoral students with particular reference to nursing students: a literature
review. International Journal of Nursing Studies, 47(2), 239-250.
• Fontaine, D.K., Stotts, N.A., Saxe, J., & Scott, M. (2008). Shared faculty
governance: A decision-making framework for evaluating the DNP. Nursing
Outlook, 56(4), 167-173.
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References
• Kim, M.J., et al. (2009). Bridges to the doctorate: mentored transition to
successful completion of doctoral study for underrepresented minorities in
nursing science. Nursing Outlook, 57(3), 166-171.
• Mundinger, M.O., Starck, P., Hathaway, D., Shaver, J., & Woods, N.F.
(2009). The ABCs of the doctor of nursing practice: Assessing resources,
building a culture of clinical scholarship, curricular models. Journal of
Professional Nursing, 25(2), 69-74.
• Stuart, G.W., Erkel, E.A., & Shull, L.H. (2010). Allocating resources in a data-
driven college of nursing. Nursing Outlook, 58(4), 200-206.
• Wolf, A., Budd, G., & Bhattacharya, A. (2011). Clinical experiences for
doctorate of nursing practice students: a survey of postmaster’s programs.
Journal of Professional Nursing, 27(3) 145-152.
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Questions?