Student-led Doctor of Nursing Practice projects in the clinical environment: Viewpoint from hospital-based nurse scientists and leaders.
Academic/Clinical partnerships
DNP
DNP capstone project
DNP education
Journal
Nursing outlook
ISSN: 1528-3968
Titre abrégé: Nurs Outlook
Pays: United States
ID NLM: 0401075
Informations de publication
Date de publication:
10 Jul 2024
10 Jul 2024
Historique:
received:
27
02
2024
revised:
31
05
2024
accepted:
22
06
2024
medline:
12
7
2024
pubmed:
12
7
2024
entrez:
11
7
2024
Statut:
aheadofprint
Résumé
Exponential increases in Doctor of Nursing Practice (DNP) program enrollment have come with a rapid rise in the number of capstone projects conducted in clinical environments. However, misaligned priorities between students, faculty, and clinician leaders have created significant challenges. Identify opportunities to strengthen collaboration between academic and clinical stakeholders to better support DNP projects and education. Experienced hospital-based nurse leaders engaged in scholarly discourse supplemented by policy and research in DNP education. Facilitating a DNP project requires significant investment of time, resources, and funds from the healthcare institution. Discord has arisen due to unclear responsibilities or decision-making ability for clinical stakeholders, ethical dilemmas for students who are also employees of the clinical site, and mismatched priorities between clinical need and student/academic project desires. Clinical leaders have raised significant concerns about DNP project proposals that are research-focused, diverge from healthcare institution goals, and lack a sustainability plan. Fortification of academic-practice partnerships and clarification of roles in the DNP student project are necessary to ensure that the project is of educational value to the student, a demonstration of learning for faculty, and of sustained clinical value to the healthcare system.
Sections du résumé
BACKGROUND
BACKGROUND
Exponential increases in Doctor of Nursing Practice (DNP) program enrollment have come with a rapid rise in the number of capstone projects conducted in clinical environments. However, misaligned priorities between students, faculty, and clinician leaders have created significant challenges.
PURPOSE
OBJECTIVE
Identify opportunities to strengthen collaboration between academic and clinical stakeholders to better support DNP projects and education.
METHODS
METHODS
Experienced hospital-based nurse leaders engaged in scholarly discourse supplemented by policy and research in DNP education.
FINDINGS
RESULTS
Facilitating a DNP project requires significant investment of time, resources, and funds from the healthcare institution. Discord has arisen due to unclear responsibilities or decision-making ability for clinical stakeholders, ethical dilemmas for students who are also employees of the clinical site, and mismatched priorities between clinical need and student/academic project desires. Clinical leaders have raised significant concerns about DNP project proposals that are research-focused, diverge from healthcare institution goals, and lack a sustainability plan.
DISCUSSION
CONCLUSIONS
Fortification of academic-practice partnerships and clarification of roles in the DNP student project are necessary to ensure that the project is of educational value to the student, a demonstration of learning for faculty, and of sustained clinical value to the healthcare system.
Identifiants
pubmed: 38991235
pii: S0029-6554(24)00132-5
doi: 10.1016/j.outlook.2024.102239
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
102239Informations de copyright
Copyright © 2024 Elsevier Inc. All rights reserved.
Déclaration de conflit d'intérêts
Declaration of Competing Interest The authors declare no conflicts of interest.