Practice scholarship satisfaction and impact as perceived by DNP-prepared nurses.
Journal
Journal of the American Association of Nurse Practitioners
ISSN: 2327-6924
Titre abrégé: J Am Assoc Nurse Pract
Pays: United States
ID NLM: 101600770
Informations de publication
Date de publication:
01 May 2022
01 May 2022
Historique:
received:
18
10
2021
accepted:
02
02
2022
pubmed:
31
3
2022
medline:
4
5
2022
entrez:
30
3
2022
Statut:
epublish
Résumé
Today's health systems are complex and are challenged to strive for high-quality care that leads to optimal health outcomes. Doctor of Nursing Practice (DNP)-prepared nurses have the necessary competencies to influence health systems and delivery, that lead to safe and effective practice, by implementing practice scholarship, the translation of science to transform health care delivery, and clinical inquiry to improve practice. The purpose of this study was to determine DNP-prepared nurses' satisfaction with their frequency of engagement in practice scholarship, and the relationship between the satisfaction and perceived impact of practice scholarship. In this cross-sectional study, DNP-prepared nurses (n = 309) were recruited from a U.S. national membership organization and were asked to complete an online survey. Usable data findings (n = 269) revealed that 81% of participants reported feeling very, or moderately, satisfied with time spent engaging in practice scholarship or clinical inquiry in the areas of quality improvement, translation of research, and evidence-based practice; however, 19% expressed minimal satisfaction or dissatisfaction. There was a significant, moderate positive correlation between impact and satisfaction with time spent engaging in practice scholarship. Unclear roles and the lack of objective data measurement of practice scholarship are hindering the ability of DNP-prepared nurses to work to the full extent of their education and scope of practice. Further studies to develop processes and tools to measure the value and impact of DNP-prepared nurses on quality and safety, health care policies, systems, and population health are recommended.
Sections du résumé
BACKGROUND
BACKGROUND
Today's health systems are complex and are challenged to strive for high-quality care that leads to optimal health outcomes. Doctor of Nursing Practice (DNP)-prepared nurses have the necessary competencies to influence health systems and delivery, that lead to safe and effective practice, by implementing practice scholarship, the translation of science to transform health care delivery, and clinical inquiry to improve practice.
PURPOSE
OBJECTIVE
The purpose of this study was to determine DNP-prepared nurses' satisfaction with their frequency of engagement in practice scholarship, and the relationship between the satisfaction and perceived impact of practice scholarship.
METHODS
METHODS
In this cross-sectional study, DNP-prepared nurses (n = 309) were recruited from a U.S. national membership organization and were asked to complete an online survey.
RESULTS
RESULTS
Usable data findings (n = 269) revealed that 81% of participants reported feeling very, or moderately, satisfied with time spent engaging in practice scholarship or clinical inquiry in the areas of quality improvement, translation of research, and evidence-based practice; however, 19% expressed minimal satisfaction or dissatisfaction. There was a significant, moderate positive correlation between impact and satisfaction with time spent engaging in practice scholarship.
CONCLUSIONS
CONCLUSIONS
Unclear roles and the lack of objective data measurement of practice scholarship are hindering the ability of DNP-prepared nurses to work to the full extent of their education and scope of practice.
IMPLICATIONS
CONCLUSIONS
Further studies to develop processes and tools to measure the value and impact of DNP-prepared nurses on quality and safety, health care policies, systems, and population health are recommended.
Identifiants
pubmed: 35353070
doi: 10.1097/JXX.0000000000000707
pii: 01741002-202205000-00006
doi:
Types de publication
Journal Article
Langues
eng
Pagination
722-730Informations de copyright
Copyright © 2022 American Association of Nurse Practitioners.
Déclaration de conflit d'intérêts
Competing interests: The authors report no conflicts of interest.
Références
Afaneh T., Abu-Moghli F., Ahmad M. (2021). Nursing-sensitive indicators: A concept analysis. Journal of Advanced Nursing, 75(12), 3844. https://doi.org/10.1111/jan.14168 .
doi: 10.1111/jan.14168
American Association of Colleges of Nursing. (2018). Defining scholarship in academic nursing task force consensus position statement .https://www.aacnnursing.org/News-Information/Position-Statements-White-Papers/Defining-Scholarship-Nursing .
American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. http://www.aacn.nche.edu/dnp/pdf/Essentials.pdf .
American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education .https://www.aacnnursing.org/AACN-Essentials .
Austin A. E., McDaniels M. (2016). Scholarship reconsidered impact on doctoral and professional education. (2016 Expanded ed.). Carnegie Foundation for the Advancement of Teaching. San Fransisco, CA: Jossey-Bass.
Beeber A. S., Palmer C., Waldrop J., Lynn M. R., Jones C. B. (2019). The role of Doctor of Nursing Practice-prepared nurses in practice settings . Nursing Outlook, 67(4), 354–364. https://doi.org/10.1016/j.outlook.2019.02.006 .
doi: 10.1016/j.outlook.2019.02.006
Berkowitz B. (2015). Chapter 1: The emergence and impact of the DNP degree on clinical practice. In Anderson B., Knestrick J., Barroso R. (Eds). DNP capstone projects: Exemplars of excellence in practice (pp. 3–16). Springer Publishing Company. https://doi.org/10.1891/9780826130266.0013 .
Berwick T. W., Nolao, Whittington J. (2008). The triple aim: Care, health, and cost. Health Affairs, 27(3), 759–769. https://doi.org10.1377/hlthaff.27.3.759 .
doi: https://doi.org10.1377/hlthaff.27.3.759
Bodenheimer T., Sinsky C. (2014). From triple to quadruple aim: Care of the patient requires care of the provider. Annals of Family Medicine, 12 , (6), 573–576.
Boyer E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Jossey-Bass.
Burson R., Moran K. J., Conrad D. (2016). Why hire a doctor of nursing practice-prepared nurse? The value-added impact of the practice doctorate. Journal of Doctoral Nursing Practice, 9(1), 152–157. http://dx.doi.org/10.1891/2380-9418.9.1.152 .
doi: 10.1891/2380-9418.9.1.152
Cambridge Business English Dictionary (2011). Cambridge University Press. https://dictionary.cambridge.org/us/dictionary/english/impact .
Dols J. D., Hoke M. M., Allen D. (2019). Building a practice-focused academic practice partnership. Journal of Nursing Administration, 49(7/8), 377–383.
Edwards N., Coddington J., Erler C., Kirkpatrick J., (2018). The impact of the role of Doctor of Nursing Practice nurses on health care and leadership. Medical Research Archives, 6(4), 4–11.
IBM Corp. (2019). IBM SPSS Statistics for Macintosh (Version 26.0). IBM Corp.
Kesten K., Moran K., Beebe S., Conrad D., Burson R., Corrigan C., Manderscheid A., Pohl E. (2021a). Drivers for seeking the DNP degree and competencies acquired as reported by nurses in practice. Journal of the American Association of Nurse Practitioners 34(1), 70–78. https://doi.org/10.1097/JXX.0000000000000593 .
doi: 10.1097/JXX.0000000000000593
Kesten K., Moran K., Beebe S., Conrad D., Burson R., Corrigan C., Manderscheid A., Pohl E. (2021b). Practice scholarship engagement reported by nurses holding a Doctor of Nursing Practice degree. Journal of the American Association of Nurse Practitioners 34(2), 298–309. https://doi.org/10.1097/JXX.0000000000000620 .
doi: %2010.1097/JXX.0000000000000620
Kesten K., Moran K., Beebe S., Conrad D., Burson R., Manderscheid A., Pohl E., Corrigan C. (2022). Impact of practice scholarship as perceived by nurses holding a Doctor of Nursing Practice degree , Journal of Nursing Administration 52(2), 1–7.
McNett M., Masicola R., Seivert D., Tucker S. (2021). Advancing evidence-based practice through implementation science: Critical contributions of Doctor of Nursing Practice- and Doctor of Philosophy‐Prepared Nurses, Worldviews on Evidence-Based Nursing, 18(2), 93–101. https://doi.org/10.1111/wvn.12496 .
doi: 10.1111/wvn.12496
Meigan R., Hunker D. (2020) Students' perceptions of the value of learning the skill sets of a DNP-prepared nurse: An exploratory study, Journal of Doctor of Nursing Practice 13(3), 224–228. https://doi.org/10.1891/JDNP-D-20-00002 .
doi: 10.1891/JDNP-D-20-00002
Minnick A. F., Kleinpell R., Allison T. L. (2019). Reports of three organizations' members about Doctor of Nursing practice project experiences and outcomes. Nursing Outlook, 67(6), 671–679. https://doi.org/10.1016/j.outlook.2019.05.012 .
doi: 10.1016/j.outlook.2019.05.012
Murphy M., Magdic K., Allison T. (2017). Measuring outcomes of doctor of nursing practice. In Kleinpell R. M. (Ed.), Outcome assessment in advanced practice nursing (4th ed.). Springer Publishing.
National Academies of Sciences, Engineering, and Medicine. (2021). The future of nursing 2020-2030: Charting a path to achieve health equity. The National Academies Press. https://doi.org/10.17226/25982 .
Nichols C., O'Connor N., Dunn D. (2014). Exploring early and future use of DNP prepared nurses within health care organizations, Journal of Nursing Administration, 44(2), 74–78. https://doi.org/10.1097/NNA.0000000000000029 .
doi: 10.1097/NNA.0000000000000029
Paplham P., Austin-Ketch T. (2015) Doctor of Nursing Practice education: Impact of advance practice nursing. Seminars in Oncology Nursing 31(4), 273–281. https://doi.org/10.1016/j.soncn.2015.08.003 .
doi: 10.1016/j.soncn.2015.08.003
Peterson K. S., Morris B. C. (2019). Creating synergy between academia and practice: The Arizona State University and Mayo Clinic Arizona model. Journal of Professional Nursing, 35, 305–313. https://doi.org/10.1016/j.profnurs.2019.01.003 .
doi: 10.1016/j.profnurs.2019.01.003
Research Electronic Data Capture (n.d.). About. REDCap: Research electronic data capture. https://projectredcap.org/ .
Terhaar M., Taylor L., Sylvia M. (2016) The doctor of nursing practice: From start-up to impact. Nursing Education Perspectives, 37(1), 3–9. https://doi.org/10.5480/14-1519 .
doi: 10.5480/14-1519
Tharp-Barrie K., Williams T. E., Howard P. B., El-Mallakh P., MacCallum T. (2020). DNP practice improvement initiative: Staff nurse competency evaluation. Journal of Nursing Administration, 50(1), 22–27. https://doi.org/10.1097/NNA.0000000000000834 .
doi: 10.1097/NNA.0000000000000834
Tussing T., Brinkman B., Francis D., Hixson B., Labardee R., Chipps E. (2018). The impact of the Doctor of Nursing Practice nurse in a hospital setting. Journal of Nursing Administration, 48(12), 600–602. https://doi.org10.1097/NNA.0000000000000688 .
doi: https://doi.org10.1097/NNA.0000000000000688