xxiiixxii ■ FOREWORDxxii
by side with these expert clinicians and clinical executives may be puzzled as to why
seeking advanced education is necessary. We are, however, noting less discussion on
the need and reasons for DNP education and greater attention focused on refinement
of the degree and future implications and expectations. Specifically, the nature of the
final project, initially recommended to be called a capstone project by the AACN (2006)
and now a DNP project (2015) by the AACN in a new white paper, The Doctor of Nursing
Practice: Current Issues and Clarifying Recommendations , remains a centerpiece for discus-
sion with the degree.
Purposeful and intentional conversations about knowledge development occurring
as the DNP degree evolves are critical, especially as many senior nurse scientists are retir-
ing and PhD enrollments are remaining flat. This second edition is a “must read” and
adds value to evolving DNP programs and education for APNs. The concept of DNPs
generating practice- based evidence, although in many discussions it was related to what
“deliverables” the degree should encompass, was not always first and foremost as an end
goal. It is more evident now this was (and is) a critical concern, and that the profession was
missing opportunities for practice- generated knowledge. The recent white paper (AACN,
2015) has made advances in this area, recognizing “that practice- focused graduates are
prepared to generate new knowledge” (p. 2) and noting that “new knowledge generated
through practice innovation, for example, could be of value to other practice settings”
(pp. 2– 3). We are at a critical juncture to discuss future considerations given our 10- year
history with DNP education. The profession must not be complacent and lose precious
time toward seeking understanding on what we agree on regarding outcomes and what
might not be value- added in this still-new degree. The editors, contributors, and reflec-
tive commentators in this second edition provide ongoing discussions that are essential
to the future development of DNP education. This is particularly important as the litera-
ture does not provide overwhelming evidence that the degree is “superior” and focuses
more on what the role of the DNP graduate is with regard to knowledge development and
how DNP graduates will be socialized to be more engaged stewards of the discipline than
master’s graduates. Notable inclusions in this text focus on why doctorally educated clini-
cians and practitioners in particular need to enhance their emphasis on reflective practice;
a distinctive way in which the delivery of patient- centered care cannot be overwhelmed by
the forces of population- based care (Chapter 19) and important data from a very large com-
parative study on the state of doctoral nursing faculty (Chapter 11). One or more Reflective
Responses accompany each chapter as commentaries on the content; these are written by
recognized DNP leaders from diverse roles and reflect the experiences of educators, practi-
tioners, and administrators from different DNP programs. Thought- provoking discussions
are anticipated as faculty and students address the reflections of DNP leaders. The beauty
of this second edition is the provocative nature of the content relevant to DNP education
and unfolding role development. It will be a wonderful resource in DNP role development
courses and courses covering contemporary DNP-degree issues.Linda Roussel, PhD, RN, NEA- BC, CNL, FAAN
DNP Program Director
School of Nursing
University of Alabama at Birmingham
Birmingham, Alabama■ REFERENCE
American Association of Colleges of Nursing. (2015). The doctor of nursing practice: Current issues and
clarifying recommendations. Washington, DC: Author.Dreher_71733_PTR_00_pi-xxiv.indd xxiiDreher_71733_PTR_00_pi-xxiv.indd xxii 12/7/2016 9:58:46 PM12/7/2016 9:58:46 PM