4: HOW DOCTORAL-LEVEL ADVANCED PRACTICE ROLES DIFFER ■ 127nursing students as well as doctoral level DNP and PhD students. I have served
on both capstone and dissertation committees, and am faculty for research and
evidence- based practice coursework at the graduate level.
Dunbar- Jacob et al. (2013) feel that DNP prepared faculty foster scholar-
ship in nursing. My own scholarship related to academia post DrNP continues
on an active path with such activities as being a participant in one of the NLN’s
Scholarly Writing Retreat, being a primary author of manuscripts published in
journals and certification review books, serving as a peer reviewer for specialty
nursing practice, nursing education, and a nationally recognized public health
journal, being principal investigator (PI) on a Health Resources and Services
Administration (HRSA) grant submission focused on advanced nursing practice
academic– practice partnerships, being awarded a 2- year Support of Scholarly
Activities(SOSA) grant to engage in my program of research. I also fill the office
of president of a chapter of Sigma Theta Tau.
Competency and engagement in clinical practice and providing high- quality
care to underserved populations is what gives me the greatest satisfaction in my
professional life. I feel strongly that my expertise as an advanced practice nurse
(NP) was fostered by the application of evidence- based practice in my focused
terminal degree program.
Currently, I am credentialed and practice within a university- based cancer
center. In addition to serving as a provider, and as one of a half dozen APRNs
(and the only one doctorally prepared) in an outpatient setting within the center,
I have taken the lead in designing and developing educational outreach proj-
ects based on gaming strategies to increase participation of women in cancer
screening and increase early access to services. These programs are the result of
funding that was secured through grants from a nationally recognized cancer
foundations and organization. This year I was chosen as coordinator- elect of
the Prevention/ Detection Special Interest Group within the Oncology Nursing
Society and participated in 2015 Annual Congress by presenting a poster abstract
at a session specifically focusing on research outcomes.
Dunbar- Jacob et al. (2013) described what they termed “the short- term
impact in other areas” related to DNP education (p. 426). For me, the other area
is one that I am growing ever more passionate about global health. I will soon
embark on my fourth health outreach in Haiti where I serve as a primary care pro-
vider in the family NP role delivering care across the life span to individuals and
families living in an extremely resource- poor environment. I also have had the
opportunity to mentor nursing students at both the undergraduate and graduate
level that have been involved in service learning within the area. Involvement
with a nongovernmental organization (NGO) that provides sustainable health
care and health education services in this country has strengthened my practice
from one based on cultural competency to one of cultural humility. Although
being involved in some type of international outreach effort was always in the
back of my mind as a nurse or master’s-prepared NP, the confidence and leader-
ship skills related to capacity building gained throughout my doctoral education
gave me the impetus to “jump in” and “round out” my role- development jour-
ney from a registered nurse to a doctoral advanced practice nurse.
■ CASE STUDY II: Transitioning in Academia, Practice,
and Scholarship: One DNP’s Story (continued)