The Nursing PhD and DNP, What's the Difference?
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Transcript of The Nursing PhD and DNP, What's the Difference?
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The Nursing PhD and DNP, What's the Difference?
Joyce Zurmehly PhD, DNP, RN
NEA-BC
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Goal of Today’s Presentation
At the end of this presentation, the learner will be able to:
•Discuss and identify the differences in the DNP degree and the PhD.
• Articulate advantages of clinical and research doctorates in nursing.
•Describe programs of study leading to achieving a DNP or PhD in nursing degrees
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Reports on the State of the Healthcare System
• AHA In Our Hands, 2002
• JCAHO Health Care at the Crossroads, 2002 –Sentinel events – 25% nurse related
• IOM To Err is Human, 2000
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Reports Cite Need for Better & Differently Educated Workforce
• PEW Competencies for the 21st Century, 1998
• IOM Crossing the Quality Chasm, 2001
• IOM Health Professions Education:
A Bridge to Quality, 2003
• RWJ Health Care’s Human Crisis, 2002
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IOM Core Competencies for all Health Professionals in the 21st Century
• Provide patient-centered care
• Work in interdisciplinary teams
• Employ evidence-based practice
• Apply quality improvement
• Utilize informatics
IOM (2003) Health Professional Education A Bridge to Quality.
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Confusing & Complex
• PhD First pure nursing doctorate NYU in 1934
• Since then, DNS, DNSc, DSN , the ND, the DrNP
• 2006 AACN divided two research and practice doctorates
• Research: DNSc,DNS,DSN, fused to one PhD
• Practice: ND , DrNP, fused to DNP
• Still in progress
• http://www.aacn.nche.edu
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I Remember School Nurses…..
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History & Evolution of the Practice
Doctorate in Nursing
1960—Boston University opens 1st clinical doctorate1979—Case Western Reserve opens 1st ND program 1999—UTHSC opens DNSc practice doctorate2001—University of Kentucky opens First DNP
Program2002—AACN forms Task Force on the Practice
Doctorate2003—Columbia University admits students2004—AACN members approve DNP Position
Statement & 2015 target implementation date
http://www.aacn.nche.edu
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History of PracticeDoctorates
• DNS originally conceived as practice doctorates
• Over time these programs also focused upon development of researchers
• Nursing Doctorate programs (ND) originally focused on development of an entry-level generalist but over time changed dramatically with little congruence across the four ND programs that existed in 2004
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Stakeholder Observations• Need to develop advanced competencies for
increasingly complex clinical, faculty and leadership roles;
• Need for enhanced knowledge to improve nursing practice and patient outcomes;
• System change requires enhanced leadership skills to strengthen practice and health care delivery;
• Credits and time invested in master’s programs not congruent with the credential earned;
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FUTURE OF NURSING/IOM GOALS
Recommendation 5: Double the number of nurses with a doctorate by 2020.
– Schools of nursing, with support from private and public funders, academic administrators and university trustees, and accrediting bodies, should double the number of nurses with a doctorate by 2020 to add to the cadre of nurse faculty and researchers, with attention to increasing diversity.
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Charge to the Task Force on the Practice
Doctorate – 2002• clarify the purpose of the professional clinical
doctorate, specifically core content and core competencies;
• describe trends over time in clinical doctoral education;
• assess the need for clinically focused doctoral programs;
• identify preferred goals, titles, outcomes, and resources;
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Trends in
Nursing Education
• Credits required to complete the MSN are approaching the number of credits most
disciplines need for doctoral degree
• many 60+ hours and 3 years
• didactic and clinical increased by 72 and 36 hours respectively for NP programs
between 1995-2000 (AACN & NONPF 2002)
• Graduates and employers identify even more content is needed (e.g., information
and practice management, health policy, risk management, evaluation of evidence,
and advanced diagnosis and management, genomics)
(Bellack, Graber, O’Neil, Musham, & Lancaster, 1999; Lenz, Mundinger,
Hopkins, Clark, & Lin, 2002).
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Sparked the current movement ?
What sparked the DNP movement?
• The focus on clinical practice vs. pure research
• Evidence-based practice – required research knowledge
• Other health professionals – Pharm. D., DPT
• Multiple nursing practice degree names and initials
What gives the DNP movement impetus?
• Supporting professional organizations & nursing agencies
• Institute of Medicine
• Magnet Status
• Health Care Reform
• Research Data
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Key Points of the Doctor of Nursing
Practice (DNP)
• Practice doctorate – defined as any
form of nursing intervention (Advanced
Practice, Administration, Informatics)
• The DNP is the terminal practice degree
that prepares graduates for the highest
level of nursing practice
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Key Points of the Doctor of Nursing
Practice (DNP)
• The DNP is not an entry-level degree.
• Typically, licensure would occur prior to entering the DNP program.
• Terminal degree in nursing
• Represents the highest level of practice in the discipline
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Key Points of the Doctor of
Philosophy (Ph.D.)
• The PhD degree is the research
focused terminal degree
• Prepares the individual to conduct
independent research
• Designed to prepare nurse scientists
and scholars
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Contrast of Key Differences
DNP
Prepares for the highest
level of practice
Commitment to practice
career
Oriented toward improving
outcomes of care
• Practice Intensive
PhD /DNS/ DNSc
Prepares for the highest
level of research
Commitment to research
career
Oriented toward developing
new knowledge
• Research Intensive
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Doctor of Nursing Practice
PRACTICE
EDUCATION RESEARCH
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The Focus of the DNP
• Clinical decision making
• Evidence based research
• Research utilization in clinical practice
• Organizational and systems leadership
• Information systems and technology
• Health care policy
• Clinical prevention and population health
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Focus of the PhD
• Acquiring the tools to do research
• Research Design
• Statistics
• Developing an area of specialization
• Education
• Practice
• Research
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Doctor of Philosophy (Ph.D.)
RESEARCH
EDUCATION PRACTICE
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DNP or PhD?
• Both programs require rigorous plan of
study
• Terminal degree
• Prepare leaders in the field of nursing
• Both prepare nurse educators
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PhD DNP• Requires a rigorous,scholarly
approach to the discipline
• Commitment to advancement of
the profession
• Emphasizes theory, meta- theory,
research methodology and
statistics
• Completion and defense of an
original research project
• Requires a rigorous,scholarly
approach to the discipline
• Commitment to advancement of
the profession
• Emphasizes practice
• Requires an integrative practice
experience and an intense practice
immersion
• Carries out a practice application
oriented Final Capstone project which
is an integral part of the integrative
practice experience
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CAREER TRAJECTORIES
• Typically, the PhD is one that remains in Academia and conducts research/education. However, many practice settings are seeing PhD graduates in administrative positions as well.
• DNP graduates are
intended to be “practice”
nurses.Advanced practice
positions, administrative
positions, educational
positions, etc. – in the
operational/organizationals
etting. However, many DNP
grads are choosing
academia as a career
choice.
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HOW DOES FOCUS OF DNP DIFFER FROM PHD?
• Eating during labor
• Identify the problem
• Find the evidence
• Appraise the evidence
• Integrate evidence with clinical expertise, patient values
• Evaluate outcomes
• Disseminate
• Eating during labor
• Explore, compare cultural differences
• Compare differences in practice by geographic region, type of hospital, birth center
• Physiologic effects of restriction
DNP: Experts in EBPPhD: Experts in Research
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QI Versus RESEARCH• Intervention may be
multifactorial represents best practices
• No risk to patients
• Audience is organization
• Data source: organization
• Rapid improvement cycles
• Design - no controls
• Not GeneralizableNational Organization of Nurse Practitioner Faculties (NONPF)
• Untried intervention being tested
• Risk may be present
• Complex protocol
• Audience is scientific community
• Data source –randomized population, multiple sites
• Design – focus on controls
• Generalizable
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RESEARCH: WHEN EVIDENCE IS NOT THERE/NOT
SUFFICIENT
• Conduct a research study to determine the “what is it we want to know”
• Nature of the question will determine the level of the research study
1 - What is the nature of the phenomenon?
2 - Who, what, how many, how much?
3 - What are the relationships among the variables?
4 - Does one variable cause the other?
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SO MANY QUESTIONS . . . Evidence-Based Practice (EBP): What is the best
approach for managing neuropathic pain in the terminally ill patient?
What research has been done that could provide clinical practice guidelines?
Quality Improvement (QI): Are we doing the right things to appropriately manage patients’neuropathic pain?
How do we know? How are we measuring patient outcomes?
Research (R): What is it like to live with neuropathic pain?Does drug “A” work better than drug “B?”
What’s been studied? Where are the gaps?
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Considering Doctoral Education?
Essential Characteristics of Doctoral Candidates
Vision
Passion
Focus
Persistence
Resourceful
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WHY PURSUE A DOCTORATE DEGREE?
• Increase in intellectual knowledge
• Career advancement
• Evidence-based practice
• Eligibility as nursing faculty
• Increase in income
• Improvement in clinical skills
• Improvement in communication skills
Loomis, J.,, Willard, B., Cohen, J., (December 22, 2006). Difficult Professional Choices: Deciding Between the PhD and the DNP in Nursing. OJIN: The Online Journal of Issues in Nursing. Vol. 12 No. 1.
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DO I REALLY WANT TO DO
THIS AGAIN?
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Consistency Across DNPPrograms
• Essentials of the Doctoral Education for Advanced Practice Nursing
• DNP Essentials
• DNP tool box
• http://www.aacn.nche.edu
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References: AACN - Comparison of DNP and PhD/DNSc/DNS Programs
AACN – The Essentials of Doctoral Education for Advanced Nursing Practice
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DNP Essentials
• DNP Core: Outcome competencies deemed essential for all graduates
• Specialty Competencies/Content: Clinical and didactic learning experiences focused on preparing the DNP graduate for specialty which is defined by the specialty organizations
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Eight Core Essentials
• 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 transformation of health care
• Health care policy for advocacy in health care
• Interprofessional collaboration for improving patient & population
health outcomes
• Clinical prevention and population health for improving the Nation’s
health
• Advanced nursing practice
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Consistency Across PhD Programs
• All prepare graduates to do independent research
• Dissertations are evidence of capacity to develop, conduct and analyze complex nursing research problems
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Roles of the PhD Graduates
• Independent Researcher
• Faculty positions
• Practice leadership roles
• High level executive positions
• Policy development
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Roles of the DNP Graduate
• Practice leadership roles
• Faculty positions responsible for clinical program delivery
• High level executive positions
• Policy development in clinical practice
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Resources Needed
DNP
Mentors in leadership
Access to diverse
practice settings
Financial aid
PhD/DNS/DNSc
Mentors in research
Access to active
programs of funded
research
Dissertation support
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YOUR DNP PRACTICE INQUIRY PROJECTS
• What are your burning issues in health care, in your advanced nursing practice (why are you here)?
– Implement innovations
–Apply evidence-based interventions
–Propose changes to care delivery models
– Implement quality improvement projects
–Develop and implement health policy
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Frequently Asked Questions
• Will the creation of DNP programs detract from nursing research?
• DNPs will serve as the natural allies of researchers for the full implementation of evidence for practice
• Discipline needs both researchers and high level clinicians to advance the profession and provide high quality care
(From the National Academy of Sciences Report (December 2005)
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COMMONALITIES – IMPROVE CARE DELIVERY!
• Involve teamwork – not done in isolation• Call for critical thinking and creativity• Commitment to improve care • One informs the other
Nurses base their practice on emerging evidence from research (EBP)
Research starts in practice and ends in practice
Quality improvement evaluates and monitors care, and identifies opportunities to improve care as the processes and outcomes of care are measured, continuously evaluated and improved
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COMMONALITIES – PROVIDE STRUCTURE!• Evidence-based practice (EBP) – utilizes the best clinical
evidence in making patient care decisions typically from research. EBP translates knowledge into practice
• Quality improvement (QI) - utilizes a system to monitor and evaluate the quality and appropriateness of care (outcomes) based on EBP and research
• Research (R) - applies a methodology whether quantitative or qualitative to develop, uncover, create, find, add new nursing knowledge
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CONCLUSIONS• PhD Research and DNP quality improvement and evidence based practice are integral to the delivery of quality patient care
• Each informs the other and improves upon the other
• Each requires commitment, team work, vision, critical thinking, creativity, leadership, energy and endurance
• “Doing the right thing” in each of these areas contributes to an environment of excellence, quality patient care and clinician satisfaction…and sets you apart as a change agent!
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Nursing PhD
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PhD and DNP
Nurturing Excellence
Through
Nursing Research
and Practice
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References
• American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. Washington, DC: Author. Retrieved from www.aacn.nche.edu/DNP/pdf/Essentials.pdf
• American Association of Colleges of Nursing. (April, 2013). DNP fact sheet. Retrieved from www.aacn.nche.edu/media-relations/fact-sheets/dnp
• Burns & Grove (2005). The Practice of Nursing Research (5th ed).St. Louis: Elsevier Saunders
• Clarification of the DNP and PhD/DNS. (2014). Nurse Educator, 39(6), 306. doi:10.1097/NNE.0000000000000085
• Melnyk & Fine-Overholt (2005). Evidence-Based Practice in Nursing & Health Care.
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• Moore, K. (2014). How DNP and PhD nurses can collaborate to maximize patient care. American Nurse Today, 9(1), 48-49.
• Polit & Beck (2008). Nursing Research: Generating and Assessing Evidence for Nursing Practice. Philadelphia : Lippincott Williams & Wilkins.
• Roberts & Bourke (1989). Nursing Research: A Quantitative and Qualitative Approach. Boston: Jones & Bartlett.
• National Organization of Nurse Practitioner Faculties (NONPF)
REFERENCES
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Questions? More Information?
Joyce Zurmehly PhD, DNP, RN, NEA-BC