DNP Scholarly Research: Competencies, Dissemination & Ethics
This paper examines the key responsibilities of Doctor of Nursing Practice (DNP) students regarding scholarly research, from foundational competencies to the dissemination of completed projects. Drawing on guidelines from the American Association of Colleges of Nursing (AACN) and peer-reviewed literature, the paper outlines the research skills DNP students must develop — including literature appraisal, Boolean search strategies, and quantitative and qualitative methods — and explains why dissemination of findings is an ethical and professional obligation. The paper also surveys appropriate publication and presentation venues and addresses how a DNP student should approach co-authorship requests for collaborative scholarly projects.
- Introduction: Overview of DNP research obligations covered
- DNP Competencies for Clinical Scholarship: Research skills and knowledge required of DNP students
- The Obligation to Disseminate Scholarly Work: Why DNP students must share their research findings
- Sources of the Dissemination Obligation: AACN task force guidelines mandating dissemination
- Venues for Disseminating DNP Research: Appropriate publication and presentation formats
- Handling Co-Authorship Requests: Vetting and selecting research collaborators
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What makes this paper effective
- Systematically addresses a multi-part topic — competencies, dissemination, sources of obligation, venues, and co-authorship — in a logical sequence that mirrors real DNP program requirements.
- Grounds each claim in specific citations from authoritative sources (AACN task force report, peer-reviewed nursing journals, and a DNP textbook), giving the argument institutional legitimacy.
- Balances policy-level explanation with practical, first-person reflection on co-authorship decisions, making the paper both informative and personally engaged.
Key academic technique demonstrated
The paper demonstrates effective synthesis of policy documents and scholarly literature. Rather than simply summarizing one source, the writer weaves together the AACN task force report, Buchholz et al.'s journal article, and Moran et al.'s textbook to build a layered argument about why dissemination is both a professional duty and a practical benefit — a skill central to DNP-level writing.
Structure breakdown
The paper opens with a brief framing introduction, then moves through a background section on DNP competencies, a discussion of the dissemination obligation and its institutional source (AACN), a survey of dissemination venues, and a personal reflection on co-authorship vetting. Each section builds on the previous one, moving from theoretical foundations toward practical application. The Works Cited list follows APA-style formatting throughout.
Introduction
A student in a Doctor of Nursing Practice (DNP) program has an obligation to obtain permission when launching a scholarly research project, and also bears a responsibility to disseminate that research once it is completed. This paper examines those aspects of DNP research — and others — including the competencies required for clinical scholarship, the duty to share findings, appropriate dissemination venues, and how to handle co-authorship requests.
DNP Competencies for Clinical Scholarship
In the Journal of the American Association of Nurse Practitioners, Buchholz et al. (2013) explain that a nursing student pursuing an advanced degree must have a "fundamental and strong understanding of research design and interpretation." However, although evidence-based research translation is "essential" to the DNP student, there is no consensus as to the skill levels required to conduct the necessary research (Buchholz, p. 473). Given that the Doctor of Nursing Practice is a relatively new nursing role — with requirements still being refined — it is impressive that DNP programs have grown so quickly. In 2006, there were just 20 DNP programs in the United States; by 2013, there were 180 (Buchholz, p. 474).
The DNP scholar is wholly accountable as a clinical leader to "translate research to unique clinical settings and populations." Those settings include implementing "interventions, evaluating outcomes, and integrating best practices" that are verifiable through research (Buchholz, p. 474). Moreover, the DNP scholar must pursue wholly independent and uniquely original research that should "describe, explain, predict, and ultimately control phenomena" related to nursing (Buchholz, p. 475).
Buchholz makes clear that the DNP student has a different focus from the PhD-prepared nurse. While certain "essential skills" are needed for any doctorally prepared nurse, the DNP student's goal leans more toward "knowledge application," which calls for a "mastery of a significant body of research" (Buchholz, p. 475). The foundation expected and required of the DNP student entails: (a) appraisal, (b) research synthesis, (c) translation, and (d) integration (Buchholz, p. 475).
Additionally, DNP students are expected to begin with a "calculated search strategy." This means being comfortable with keywords, Boolean operators, and relevant databases — all of which are necessary when conducting systematic literature searches (Buchholz, p. 476).
Regarding literature searches, Buchholz points out that a DNP student must learn to "decipher several components": (a) the literature must be verified as fully accurate and accountable; (b) it must come from "a high-quality source and an original citation"; (c) the research must be absolutely relevant and of value to the "broader stakeholders involved"; and (d) it must be "applicable to the clinical question" (Buchholz, p. 476).
In the article's conclusion, Buchholz notes that a curriculum committee generally defines the amount of research and the statistical base required of DNP students, and that scholars need a solid command of both quantitative and qualitative research approaches (p. 479).
The Obligation to Disseminate Scholarly Work
The obligation to disseminate scholarly work conducted during the DNP program stems from requirements established by the American Association of Colleges of Nursing (AACN). The AACN has produced a "DNP Fact Sheet" — developed after three years of "research and consensus-building by an AACN task force" — that specifically lays out the requirements for students in DNP programs. DNP curricula are built on traditional master's programs and grounded in "evidence-based practice, quality improvement, and systems leadership" (Rosseter, 2015).
The factors building momentum for new innovations in graduate-level nursing education include: the rapid expansion of medical knowledge underlying nursing practice; the "increased complexity of patient care"; nationwide concerns about patient safety and healthcare quality; an ongoing nursing shortage requiring a "higher level of preparation for leaders who can design and assess care"; a shortage of qualified nursing faculty; and growing expectations for preparing healthcare talent (Rosseter, 2015).
The pertinent question is: what good are innovations based on scholarly DNP research if they are never shared with others in the healthcare field? Students are not conducting this research solely for their own edification. They are developing research skills within a broader context — one aimed at improving outcomes for patients and, ultimately, for society at large.
As of June 2015, approximately 264 DNP programs existed across the United States, with another 60 in development. That same year, roughly 3,065 DNP graduates had completed the degree — up from 2,443 the prior year — demonstrating that the DNP movement continues to gain momentum (Rosseter, 2015). The economic case for the degree is also positive: the average salary for a DNP-prepared nurse is $8,576 more than for a nurse holding only a master's degree (Rosseter, 2015).
References
American Association of Colleges of Nursing. (2015). The Doctor of Nursing Practice: Current issues and clarifying recommendations — Report from the Task Force on the Implementation of the DNP. Retrieved March 8, 2016, from
Buchholz, S. W., Budd, G. M., Courtney, M. R., Neiheisel, M. B., Hammersla, M., & Carlson, E. D. (2013). Preparing practice scholars: Teaching knowledge application in the Doctor of Nursing Practice curriculum. Journal of the American Association of Nurse Practitioners, 25(9), 473–480.
Moran, K. J., Conrad, D., & Burson, R. (2013). The Doctor of Nursing Practice scholarly project. Jones & Bartlett Publishers.
Rosseter, R. (2015). The Doctor of Nursing Practice (DNP). American Association of Colleges of Nursing. Retrieved March 8, 2016, from
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