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.
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.
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.
Given the relatively recent emergence of this degree and its controversial nature, the DNP represents an ideal topic for systematic research. A mixed-methods approach — combining qualitative and quantitative formats — would be useful, as current DNP holders and participants in DNP programs could offer direct insight into the perceived value of the degree in their professional lives. One advantage of a qualitative approach would be the ability to allow practitioners to speak to their lived experiences. Much of the existing literature examines the DNP from an outsider's perspective, whether from critics or supporters. Additional insight into the current debate would come from understanding the personal motivations and experiences of those who have actually pursued the degree.
"Measuring DNP impact on care quality and safety"
Studying the value of different educational paths is essential for the nursing profession. Education demands a significant investment of a candidate's time, finances, and personal resources. It is therefore essential that current educational opportunities enhance the qualifications and perspectives of individual students in meaningful ways. This proposed research would aim to contribute to that effort by providing evidence-based insights into whether and how the DNP fulfills its promise for both the individual practitioner and the broader nursing workforce.
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