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Managing DNP projects in student/faculty groups to facilitate learning with large cohorts
Shannon Idzik1, Susan Bindon1, Kathleen M Buckley1
1University of Maryland School of Nursing, Baltimore, MD 21230, USA.
Summary
Many nursing schools struggle to manage Doctor of Nursing Practice (DNP) project courses. This paper details a successful class-driven model modification to manage large DNP student numbers across specialties.
Area of Science:
- Nursing Education
- Doctoral Education
- Healthcare Management
Background:
- The American Association of Colleges of Nursing (AACN) aimed to elevate advanced nursing practice education to the doctoral level.
- Many institutions face resource challenges and increased workload with Doctor of Nursing Practice (DNP) project courses.
- Limited literature exists on best operational practices for DNP project management.
Purpose of the Study:
- To describe a modified DNP project course model designed to manage large student cohorts.
- To share operational best practices and challenges encountered in implementing a new DNP project course structure.
- To provide insights for other institutions transitioning to or managing doctoral nursing programs.
Main Methods:
- Transitioned DNP project courses from a traditional chair/committee format to a class-driven model.
- Implemented multiple smaller sections to accommodate a high volume of DNP students.
- Detailed financial, coordination, and student grouping strategies for the new model.
Main Results:
- Successfully managed a large number of DNP students across nine specialties.
- Identified key successes and challenges in the modified course structure.
- Provided a scalable operational model for DNP project course management.
Conclusions:
- The class-driven DNP project model offers a viable solution for managing large student populations.
- Effective operational strategies are crucial for the success of doctoral nursing programs.
- Further research into best practices for DNP project management is warranted.
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