DNP Degree in Nursing: Research Ideas and Professional Impact
This paper proposes a mixed-methods research study examining the Doctor of Nursing Practice (DNP) degree and its impact on the nursing profession. The paper outlines the ongoing debate between supporters and critics of the DNP, touching on issues of workforce supply, faculty shortages, and the degree's academic versus practical orientation. It argues for a combined qualitative and quantitative research approach to capture both the lived experiences of DNP holders and measurable outcomes related to patient care quality and evidence-based practice. The paper concludes that understanding different educational pathways is essential to ensuring nursing education remains meaningful and justifiable.
- Introduction to the DNP Debate: Overview of DNP degree and surrounding controversy
- Arguments For and Against the DNP: Faculty shortage, workforce, and pedagogy concerns
- Proposed Research Approach: Mixed-methods design using practitioner perspectives
- Quantitative Considerations and Evidence-Based Practice: Measuring DNP impact on care quality and safety
- Conclusion: The Value of Studying Educational Pathways: Justifying research into nursing educational investment
✍️ How to write this paper — guide, tools & examples ▾
What makes this paper effective
- Presents a balanced overview of both pro-DNP and anti-DNP perspectives, grounding the research rationale in an existing scholarly debate.
- Justifies a mixed-methods research design clearly, explaining why qualitative insight from practitioners complements quantitative assessment of professional outcomes.
- Connects a specific degree program to broader systemic concerns — faculty shortages, workforce supply, and care quality — giving the proposal real-world relevance.
Key academic technique demonstrated
The paper demonstrates effective use of a literature-based rationale for a research proposal. By citing a single authoritative source across multiple dimensions of the debate, the author shows how one scholarly work can anchor a multifaceted argument. The transition from identifying a gap in knowledge (insider perspectives on the DNP) to proposing a methodology to fill it is a clear example of problem-to-method reasoning.
Structure breakdown
The paper opens by introducing the DNP and summarizing the existing debate. It then narrows toward a specific research gap — the absence of practitioner perspectives — and proposes a qualitative approach to address it. A fourth section acknowledges the limits of qualitative data alone and introduces the need for quantitative measures. The conclusion justifies the research on practical and ethical grounds related to student investment in education.
Introduction to the DNP Debate
The introduction of the Doctor of Nursing Practice (DNP) has been a relatively recent development in the nursing profession. Today, there are many enthusiasts for the DNP. Seen by some as a symbol of social progressivism, the endorsement of doctoral education for advanced practice nursing carries many potentially positive outcomes — among them, better parity with other practice disciplines (Bellini, 2014, p. 6). However, there have also been many critics of the degree. They "strongly argue for the retention of MS-level preparation for APRNs based on economic and workforce issues," contending that the DNP is "detrimental to society, as the projected number of APRNs needed is expected to rise in the years to come." These critics further argue that a DNP mandate is unlikely to meet workforce needs if it deters potential APRN students from pursuing graduate study (Bellini, 2014, p. 6). This reflects the broader idea that nursing, however much theory may inform its teaching, is ultimately a practical discipline.
Arguments For and Against the DNP
The need for more doctorally prepared faculty in nursing is another argument advanced by the American Association of Colleges of Nursing (AACN) in favor of the DNP. Yet this notion is often opposed on two grounds: first, the DNP degree is not intended to prepare educators in the pedagogy of teaching; and second, DNP-prepared faculty may not succeed as academicians at universities where a more traditional view of discovery scholarship is the accepted norm (Bellini, 2014, p. 6). These tensions highlight how the debate extends beyond clinical preparation into the realm of nursing education and institutional culture.
References
Bellini, S. (2014). The doctor of nursing practice for entry into advanced practice. Medscape.
Create your account
Always verify citation format against your institution’s current style guide requirements.