229chapter NINE
Refl ective Response 2
DeAnne Zwicker
As the beginning of my doctorate of nursing practice degree in 2007 with nearly 30 years
of experience, I chose a research- based practice doctorate ( DNP) program at Drexel
University to better understand the research behind evidence- based practice (EBP).
My review of the chapter “The Clinical Scholar Role in Doctoral Advanced Nursing
Practice” by Elizabeth W. Gonzalez and M. Christina R. Esperat, was enlightening.
When I started the DNP degree, EBP was rapidly becoming the norm. The Drexel pro-
gram encompassed primarily research courses such as Qualitative and Quantitative
Methods in Research, Philosophy, and a Dissertation. This was in contrast to the current
Doctor of Nursing Practice (DNP) curriculum. The DrNP focused on understanding
research principles, including limitations of research, levels of evidence, and translation
of research evidence into practice. There were and still are a variety ways in which uni-
versities implement the DNP standards, many adding at least two more research- based
courses and EBP. The DNP is rapidly becoming a requirement, especially for senior
nursing role in practice. The DNP curriculum builds on prior research experience allow-
ing nurses to lead the way in translation of evidence into practice. Building on that
experience, the DNP is directed toward scholarship in clinical practice, testing delivery
models, and practice improvement in health outcomes ( AACN, 2004).
The concept of practice- based clinical scholarship has evolved over time as
depicted by the authors in this chapter. Nurses are grounded in observation and gain
perceptual and other necessary skills over many years of practice that enable them to
grow and gain a higher level of knowledge and skills to analyze, synthesize, and inter-
pret patient findings. This occurs at the graduate level. Also essential are critical think-
ing skills for the appropriate application of knowledge. Most experienced graduate
level advanced practice registered nurses ( APRNs) have learned how to learn to think
critically and can apply their skills when complex problems occur in a fast- paced clini-
cal setting. Accuracy in judgment using reasoning and problem- solving skills become
well honed. Ultimately, clinical experience enables nurses to generalize knowledge and
apply it to different situations (Grose, 2013). Building on the graduate knowledge is the
next level of the DNP. Graduate nurses are inherently able to move to a higher level of
implementation and facilitation of translation science.
The authors’ discussion on interprofessional teams (IPT) is key. Rounds with other
disciplines (medicine, psychology, social work, case manager, and others) can enhance
the learning of the team members and address a holistic approach to care prioritizing