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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
The practice ready Doctor of Nursing Practice-prepared nurse: A call to action
Julee Briscoe Waldrop1, Jayne Jennings Dunlap2, Anne Derouin3
1Faculty Emeritus, University of North Carolina at Chapel Hill School of Nursing, Chapel Hill, NC; Duke University School of Nursing, Durham, NC.
Background:
More than two decades after the inception of the Doctor of Nursing Practice (DNP) degree, confusion persists about the competencies that DNP-prepared nurses bring to practice. Despite growth in programs nationwide, DNP projects often lack methodological rigor, resulting in variable outcomes and unclear stakeholder value.
Purpose:
To ensure consistency, programs must adopt a competency-based approach that prepares nurses to lead evidence-based practice/quality improvement, program evaluation, and policy analysis initiatives.
Methods:
The Mountain Model provides a clear framework aligned with national standards to differentiate DNP-prepared practice from that of MSN- and PhD-prepared nurses.
Discussion:
Faculty must be equipped to mentor students in high-impact projects and reevaluate curricula to support skill development relevant to practice. Without bold curricular and faculty development reforms, the DNP graduate's value will remain questioned.
Conclusion:
Nursing programs must prioritize clarity, accountability, and competency in preparing nurse leaders to transform healthcare.
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