Degree Definition and Differentiation

Concerns about the definitions and expectations of nursing doctoral degrees is a concern discussed by sumitt attendees. Overlap of expectations of action are appreciated, yet the contributions of colleagues’ expertise is desired. Clarity of the practie doctorate in nursing would enhance steps to assure collaboration as the variety of DNP programs pose differences in skills and expectations of this degree. The same can be said of the PhD and other degres, yet consistecy of DNP standards is wide and varied even with the updated Essentials of Doctoral Education.

Research

Summit members discussed similarities and differences in the types of research expected of different doctorate degrees. Is research limited to discovery research (to obtain new knowledge), or does research of practice also meet the definition of research? Do nurses with a practice doctorate perform research? Is the translation of evidence to practice considered a form of research? A formal exploration of how we overlap forms and research processes is recommended to demarcate similarities and enhance collaboration.

Faculty Differentiation and Concerns

Summit participants shared concerns about how doctoral-prepared nurses were perceived and recognized in academic and practice work environments and made recommendations to explore and generate a definitive statement of expectations to address collaboration methods better.

Endorsement of faculty in these environments highlighting the Boyer model is encouraged. Practice-doctorate colleagues invest time in improving healthcare outcomes and mentorship in clinical settings. A goal of developing a framework that underscores contributions is recommended to avoid silos.

Assuring similar standards for tenure is another recommendation. Equity in pay is also a concern.

Example: A university may have tenured law and medicine professors but not nursing. This lack of consistency is problematic for the university, its faculty, stakeholders, and students/graduates.

DNP Projects

Similar to the desire to ensure consistency in DNP programs, there is also a need to identify or delineate a consistent expectation of rigor for DNP projects. This is both for BSN to DNP and MSN to DNP.
Some universities and colleges are prescriptive of the type and scope of DNP projects navigated closely by faculty, whereas other programs afford independent discretion and scope of the project.
Summit attendees agreed that the quality of the DNP project starts with the student’s admission to the program. A better understanding of the skills of educators and collective expectations would enhance this process. Embracing new and innovative projects was the consensus

Emphasis on End Results and Population

Summit attendees brought forward a concern that the end result of DNP education was not always focused on improving health care or population health outcomes. Some tracks (administration, academia, informatics) may touch on this, and academic tracks are acceptable in the new essentials of doctoral education. However, even with these acceptable foci and initiatives, the results of projects are not always identified. One attendee pointed out that there are university DNP programs that accept a proposal only and do not expect a completed project as a reflection of DNP-acquired skills.

Practice:

Any clinical practice where the talents of doctorally prepared nurses can impact health care outcomes. Examples:

• Exploring methods to address complex care through research and rapid application of research to practice,
• Addressing social dynamics that negatively impact the delivery of health care services,
• Identifying and addressing systems benefitting from a formal research service to enhance outcomes.

Administration/Leadership:

Identify and develop areas that a collaboration of doctoral-prepared nurses of various backgrounds would favorably impact. Examples:

• Addressing dynamics of systems that rely on professional nurses to deliver care efficiently and cost-effectively,
• Identifying and analyzing administrative methods that impact patient service delivery through formalized research and structured translation in a real-time environment,
• Finesse existing systems through translational research while highlighting processes that can be enhanced through a formal and detailed process that requires collaborating practice and research professional colleagues.

Informatics:

Explore and develop a list of opportunities for doctoral-prepared nurses to maximize the themes, concepts, and services in informatics and technology. Examples:

• Analyze existing systems through the eyes of researchers collaborating with practice professionals to enhance the end product being explored,
• Generate items to explore and challenge to identify areas that can be enhanced through formal and informal mechanisms,
• Address consistency, complexity, and sustainability of technology opportunities to demonstrate application methods in longitudinal research methods formally.

Education/Academia:

Identify how doctoral-prepared nurses can work together to yield better student outcomes. Examples:

• Bring the best qualities of PhD, EdD, DNSc, DrPH, and DNP to analyze and enhance curricula,
• Generate research of discovery and simultaneously apply it to the practice of educational efforts to demonstrate creative and out-of-the-box enhancement,
• Explore the pros, cons, and opportunities for tenure or non-tenure tracks investigating consistency in academia and nursing.

Research (of discovery and of practice):

Strategize steps and techniques to promote original research, support translational research, and feed the talents of colleagues toward our common goals. Examples:

• Tap into the front-line practice colleague to recommend and refine research of discovery,
• Realize a collaboration between researchers and translation of research through a team format of colleagues with diverse backgrounds,
• Maximize the opportunity to assure a structured approach to research, translational research, and assurance of sustainable and translatable improved outcomes.

Diversity:

Identify steps to build coalitions and team efforts to build on the strengths of our diversity to address equity, inclusion, and improved healthcare outcomes. Examples:

• Build collaboration of doctoral-prepared colleagues to address disparities of numerous social issues that threaten the strengths of inclusion,
• Identify and prioritize identified social determinants of health that are impacted by a lack of inclusion, equity, or diversity,
• Realize structural and social change as a result of collaboration with motivated researchers and practice clinicians joining forces for mutual goals.