126 ■ I: HISTORICAL AND THEORETICAL FOUNDATIONS FOR ROLE DELINEATION
expert mentorship, the program I choose included core courses in nursing sci-
ence, leadership, legal issues in advanced practice, research methods, as well as
cognates focused on nursing education. A major draw to this program was the
ability to connect with international nursing scholars during a 2-week “DrNP-
in- London” study abroad program.
The philosophy and tenets of the practice- oriented terminal degree pro-
gram I chose coincided with my personal interests and ability to achieve subjec-
tive satisfaction and purposefulness in my professional role as a NP with dual
national certification in both family practice and advanced oncology nursing.
I felt strongly that on completion of the DrNP program, I would be prepared at
the highest level, practice with the admiration of peers both inside and outside
the discipline of nursing, and develop skills that were crucial to becoming a val-
ued nursing faculty member and empowered nurse leader. The latter two skills
have been found to be determinative in students’ choosing a practice doctorate
rather than a research- focused doctorate, and to support those who desire to
focus their careers on clinical practice and nursing education (Loomis, Willard,
& Cohen, 2007).^3 Likewise, Brar, Boschma, and McCuaig (2010) stated the DNP
is the most recent credential and source of preparation of new nursing knowl-
edge that has a strong emphasis on advanced leadership in clinical practice.
Following my coursework related to the terminal degree and successful
defense of a clinical dissertation based on my practice and interest in breast can-
cer disparities in minority populations, I am pleased to say I was offered a full-
time appointment as an assistant clinical professor in a College of Nursing and
Health Professions within a large urban university. As noted in a discussion by
Agger, Oermann, and Lynn (2014) related to the perceptions of deans’ and direc-
tors’ regarding hiring and utilization of new DNP prepared faculty, my main
role was that of teaching across the curriculum at the baccalaureate and master’s
level. Within a short time frame, my clinical and leadership expertise were rec-
ognized by the department chair and I was offered and accepted the position of
track coordinator for the MSN family NP program. It was in this position that I
was able to apply many of the skills gained and mentorship given to me in the
cognate educational courses within the terminal degree program to revamp the
curriculum and transition the program from on- campus to on- line delivery.
Two years ago, I choose to move to a public collegiate institution that
focused on the teacher– scholar model and offered the opportunity to join the
tenure track. It is at this current setting that I have flourished beyond the initial
intention of the DNP role and have realized my potential for shaping not only
future nursing professionals but also have realized opportunities for shaping
the health care system, a sentiment shared in the literature by Dunbar- Jacob,
Nativio, and Khalil (2013).Within my current academic setting, I am up for pro-
motion to associate professor as I am now 5 years out of my terminal degree and
hold an appointment as cochair of the Department of Nursing. Over the past 2
years I have also had the distinct pleasure of giving back to the profession by
serving as a mentor and/ or preceptor to both master’s-level advanced practice■ CASE STUDY II: Transitioning in Academia, Practice,
and Scholarship: One DNP’s Story (continued)(continued)