124 ■ I: HISTORICAL AND THEORETICAL FOUNDATIONS FOR ROLE DELINEATION
Despite an economy in turmoil, the overall number of nursing students
enrolled in doctoral programs continues to increase. There are currently 269
nursing schools in 48 states plus the District of Columbia accepting students into
a DNP program with an additional 60 schools contemplating offering a DNP
program (AACN, 2015b). Student enrollment in DNP programs has increased
by 26.2% (14,688 in 2013 to 18,352 students nationwide) in 2014. Of particular
interest, in research- focused doctoral programs, enrollments increased by only
3.2% from 2013 to 2014 with 5,290 students currently enrolled (AACN). As a
critical mass of DNP clinicians accrues, their additional education, greater depth
and breadth of knowledge, more refined leadership abilities, and enhanced skill
set will propel graduates to exert more influence on patient care and demand
equivalent input into joint decision making for their patients. At the same time,
the DNP will “profoundly improve the nation’s image of nursing” (Mundinger,
2005, p. 174). Mundinger also acknowledges that DNPs, based on their intense
advanced education, coupled with their passion for patient care, are raising
intriguing questions, offering resolutions, and stepping in with welcome wis-
dom to improve the care in the systems in which they work. The saga continues.
With the attainment of my DrNP, coupled with my scholarship productiv-
ity and expert clinical practice, I am no longer doing the same thing I was doing
when I walked into my first doctoral seminar. I now have a joint appointment
in both a prestigious nursing school and medical school, and published nine
journal articles (three research related) in respected peer- reviewed journals in
my first year of postgraduation. My clinical scholarship focuses on helping to
raise public awareness concerning the issues of human papillomavirus (HPV) in
women’s health care, both nationally and internationally. I continue to be active
in promoting optimal women’s health care and I really believe my primary
care has improved because of my enhanced abilities at formal clinical inquiry.
My doctoral education (and the specific coursework I took) has given me (a
clinician!) the tools to evaluate and strengthen women’s health NP curricula
and now educate future “foot soldiers” in women’s health advanced practice
nursing. I truly believe my doctoral education has enabled me to accept the
challenge of the IOM (2001) to help close the gap that impedes the quality of
care we give to patients. I also do not see practice on one side of the road and
research on the other. Instead, my own degree has helped me professionally
build a bridge between the two. I have been successful in writing and receiv-
ing funding for transdisciplinary education grants that combine diverse expert
faculty instruction, multilevel simulation, and collaborative case study learning
formats to educate OB/ GYN medical students and resident physicians, wom-
en’s health NP students, physician assistant students, and nurse anesthesia stu-
dents together in a collaborative setting.
The focus of my work is to enhance knowledge of roles and responsibili-
ties within the health care system, foster development of team- building skills,
improve health care team communication, reduce medical errors, and improve
the quality of patient care through simulation in a transdisciplinary environment.■ CASE STUDY I: A Women’s Health NP
Who Continues to Want “More” (continued)(continued)