Session ObjecQves. Trends in Program Growth 5/12/14. The Research- Focused vs. Clinical- Focused Doctorate: Trends and Career Outcomes

Transcription

1 The Research- Focused vs. Clinical- Focused Doctorate: Trends and Career Outcomes Barbara Mawn, RN, PhD Valerie King, DNP, FNP- BC Saint Anselm s College 22 nd Annual Conference for Nurse Educators May 2014 Session ObjecQves Review the current trends in doctoral nursing educaqon IdenQfy expected outcomes of the PhD and DNP program graduates Discuss career pathways for the DNP and PhD IdenQfy advantages and challenges for each of the programs for nursing educators Trends in Program Growth 2013 AACN Survey on Doctoral Programs 90% Response rate Enrollments and graduaqon rates both examined Since 2004: Increase in PhD Program enrollment: 49% Increase in DNP Program enrollment: 8,540 %! 1

2 Growth in Doctoral Nursing Programs: Doctor of Nursing Practice Research-Focused Doctoral Source: American Association of Colleges of Nursing. All Rights Reserved: Enrollments in Both DNP and PhD Programs: ,000 14,699 12,000 11,575 10,000,8973 8,000 7,037 5,165 6,000 4,611 4,907 5,071 5,124 3,927 3,982 3,976 4,161 3,718 4,000 3,439 3,415 1,874 2, Doctor of Nursing Practice Research-Focused Doctoral Source: American Association of Colleges of Nursing. All Rights Reserved Enrollments and Gradua@ons in PhD/DNS Programs: ,000 5,000 4,611 4,907 5,071 5,124 4,000 3,439 3,718 3,927 3,982 3,976 4,177 3,000 2,000 1, Enrollment Graduations Source: American Association of Colleges of Nursing. All Rights Reserved 6 2

3 What are the PhD Pathways to Excellence? 2010 Report from AACN Task Force PhD as highest level of formal educaqon for research career Growth in knowledge exploding! Focus on: Increasing pipeline Improving mentoring for students Enhancing scholarly environment Major Roles of PhD Programs Develop the Science Steward the Discipline Educate the Next GeneraQon Developing the Science: Expected Outcomes In- depth knowledge in substanqve area Philosophical underpinnings of science GeneraQon of new ideas original research integraqng various scienqfic perspecqves Adherence to ethical principles of research conduct Leader in culturally competent research CommunicaQon of research to wide audience 3

4 Stewarding the Discipline: Expected Outcomes Understand the role and responsibiliqes of being a scholar Integrate scholarship components into one s professional idenqty - including teaching, research, mentorship and service Communicate nursing scholarship with interdisciplinary audiences Be a leader in the profession EducaQng the Next GeneraQon: Expected Outcomes Conduct team science Be a mentor to others Contribute on a global level Contribute to the formal and informal educaqon of future nurses Challenges: Developing the Next GeneraQon of Nurse ScienQsts Faculty and student diversity Maintaining a program of research Maintaining Balance Mentorship Student financial support Qmely graduaqon CreaQng scholarly environments Research infrastructure Comprehensive evaluaqon plans 4

5 Job OpportuniQes for the PhD Faculty posiqons Researcher Consultant Doctor of Nursing PracQce PracQce- focused terminal degree Prepares graduates for the highest level of nursing pracqce 14 Doctor of Nursing PracQce The term pracqce, specifically nursing pracqce, refers to any form of nursing intervenqon that influences health care outcomes for individuals or populaqons. PreparaQon at the pracqce doctorate level includes advanced preparaqon in nursing, based on nursing science, and is at the highest level of nursing pracqce. AACN, (2004)PosiQon Statement on the PracQce Doctorate in Nursing. hfp:// 15 5

6 Preparing pracqce scholars: Teaching knowledge applicaqon in the Doctor of Nursing PracQce Curriculum Journal of the American of Nurse Volume 25, Issue 9, pages , 17 JUN 2013 DOI: / hfp://onlinelibrary.wiley.com/doi/ / /full#jaan fig Growth in DNP Program Enrollment 170 in ,165 in ,575 in 2012 Source: hfp:// DNP.pdf 17 Enrollments and in DNP Programs: , , , , ,165 3,415 2,443 1,874 1,858 1, , Enrollments Graduations Source: American Association of Colleges of Nursing. All Rights Reserved 6

7 Eight Core EssenQals 1. ScienQfic underpinnings for pracqce 2. OrganizaQonal and systems leadership for quality improvement and systems thinking 3. Clinical scholarship and analyqcal methods for evidence based pracqce 4. InformaQon systems/technology and paqent care technology for the improvement and transformaqon of health care hfp:// Eight Core EssenQals (conqnued) 5. Health care policy for advocacy in health care 6. Inter- professional collaboraqon for improving paqent and populaqon health care outcomes 7. Clinical prevenqon and populaqon health for Improving the naqon s health 8. Advanced nursing pracqce hfp:// DNPEssenQals.pdf Specialty- Focused Competencies Advanced PracQce Nursing Focus Aggregate/Systems/OrganizaQonal Focus 21 7

8 DNP Program CharacterisQcs General of 137 programs Type of program and costs ü BSN to DNP( post- baccalaureate) Average $59,000 ü MSN to DNP ( post masters) Average $27,700 Program length: ü 21 months (post- MS), ü 40 months (post- BS) ü Full or part Qme enrollment Credit hours ü 39 (post- MS) ü 80 (post- BS) Format: More than 60% involve online courses, only 6.6% offered completely online Mancuso,J, & Udlis,K. (2012). Typical Admission Requirements Transcripts ü Include all previous MS coursework and compleqon of any clinical hours (previous MS clinical hours can be applied to the 1000 hour DNP requirement) ü BS or MS in nursing depending on type of program CV Lefers of recommendaqon preferably from graduate faculty or other doctoral prepared nurses Essay or goal statement reflecqng clinical or research interests Registered nurse GRE may or may not be required 23 How does the DNP differ from the Typical MS Program? DNP essenqals are similar to MS essenqals with some key addiqons. AACN EssenQals for DNP ü PopulaQon health ü InformaQon technology ü OrganizaQonal and systems leadership ü Health policy ü Interprofessional collaboraqon Scholarly Project 24 8

9 Final DNP project Not a dissertaqon, not original research Mastery of an advanced specialty within nursing pracqce Use of evidence to improve either pracqce or paqent outcomes Final pracqce synthesis and scholarship Examples: ü PracQce change iniqaqve ü Pilot study ü Program evaluaqon ü EvaluaQon of a new pracqce model 25 Examples of Scholarly Projects done at UML EvaluaQon of PalliaQve Care ConsultaQon by NPs for Older Adults with Chronic, End- Stage Disease IntervenQon to Improve Nurses RecogniQon and Treatment of Delirium in Older Adults on a Neuroscience Unit Nurse PracQQoners, Electronic Health Records and Chronic Disease Management Transgender Healthcare DispariQes: Increasing College Students Openness to Diversity EvaluaQon of a Train- the- Trainer Learning Module for LTC Nursing Staff on AnQpsychoQc Use 26 Why the DNP? What UML DNP Students Say The sky is blue for nurse prac++oners. We can provide high quality care at a lower cost. We need to become entrepreneurs. Cohort 1 Nurse prac++oners are in a great posi+on to fill the primary care gap. We provide cost effec+ve care with excellent outcomes and can play a larger role in delivering care solu+ons for diverse popula+ons. Cohort 1 My dream is to work in health care policy so that I can broaden the role of nurse prac++oners. I would like to have a more independent prac+ce so that I can take beeer care of my pa+ents. There s so much more we can do if policies were changed. Cohort

10 DNP website hfp:// index.html Valuable website for: ü LisQng of DNP programs ü DNP scholarly projects ü DNP surveys and studies ü Online community ü DNP career posiqons ü Current DNP issues 28 Roles for the DNP Educator Advance PracQce Nurse Entrepreneur Administrator Member of research team Program evaluator 29 Conclusion: SimilariQes between DNP and PhD Both programs require a rigorous plan of study are a terminal degree prepare leaders in the field of nursing prepare nurse educators 30 10

11 Conclusion: Contrast of Key Differences between DNP and PhD DNP Prepares for the highest level of pracqce Commitment to pracqce career Oriented toward improving applicaqon of evidence to pracqce and improving care PracQce Intensive PhD Prepares researchers Commitment to research career Oriented toward developing new knowledge to improve care Research Intensive 31 ImplicaQons for Nursing Educators DNP can be quicker route to educator role requiring terminal degree EffecQve way to address increasing needs for leadership roles in pracqce and academia DNPs benefit APRNs who wish to meld pracqce and academic roles PhD best route for educators who work in research intensive insqtuqons PhD takes longer but may provide more career growth in an academic serng 32 Future for DNP and PhD Need for both DNP and PhD prepared faculty to address current and projected faculty shortages Plenty of opportuniqes for both degrees to work collaboraqvely in clinical pracqce, research and academia ExciQng and challenging Qme for nurse educators! 33 11

12 QuesQons and Discussion References AACN. (2004). Posi,on statement on the prac,ce doctorate in nursing. hfp:// AACN, (2006). The essen,als of doctoral educa,on for advanced nursing prac,ce. hfp:// AACN. (2010). The research- focused doctoral program in nursing: Pathways to excellence. Washington DC: Report from the AACN Task Force on the Research- Focused Doctorate in Nursing. Beverly, C. (2014). Changing health care environment: Gerng beyond the PhD versus DNP discussion. Journal of Professional Nursing, 30, 2, Buchholz. S., Budd, G., & Courtney, M. et al. (2013). Preparing pracqce scholars: Teaching knowledge applicaqon in the doctor of nursing pracqce curriculum. Journal of the American Associa,on of Nurse Prac,,oners, 25,(3), References Gazza, E., Shellenbarger, T., & Hunker, D. (2013). Developing as a scholarly writer: The experience of students enrolled in a PhD in nursing program in the United States. Nurse Educa,on Today, 33, Grey, M. (2014). AACN Summit on the research- focused doctorate. PresentaQon at the 2014 AACN Doctoral EducaQon Conference, Naples, FL. Kirschling, J.M. (2014). ReflecQons on the future of doctoral programs in nursing. PresentaQon at the 2014 AACN Doctoral EducaQon Conference, Naples, FL. Mancuso, J. & Udlis, K. (2012). Doctor of nursing pracqce programs across the United States: A benchmark of informaqon. Part II. Admission criteria. Journal of Professional Nursing, 28,

13 References Minnick, A., Norman, L., Donaghey, B et al. (2010). Journal of Nursing Educa,on, 49, Morton, P.G. (2014). Is transformaqon of PhD in nursing educaqon needed? The Journal of Professional Nursing, 29, Robert Wood Johnson FoundaQon. (2013). Doctoral advancement in nursing: Faculty tool kit. Washington DC: Robert Wood Johnson FoundaQon. Udlis, K. & Mancuso, J. (2012). Doctor of nursing pracqce programs across the United States: A benchmark of informaqon. Part I: Admission criteria. Journal of Professional Nursing, 28,