242 ■ III: ROLE FUNCTIONS OF DOCTORAL ADVANCED NURSING PRACTICE
expectations of the DNP versus the master of science in nursing (MSN) advanced prac-
tice nurse in the future, nursing may very well find itself in the same position as we are with
the lack of differentiation between the AD and BSN graduates in clinical practice.
■ “THE EXPERIENCES OF DNPs IN THEIR CURRENT PROFESSIONAL
POSITIONS: AN UPDATED AND CURRENT VIEW”
Due to the novel and innovative nature of the various DNP roles, the authors sought
to continue to understand the experiences of DNP- prepared nurses who currently hold
faculty, advanced practice, or executive positions in nursing by conducting a study on
the lived experience of the DNP in his or her new professional role. This study titled
“The Experiences of DNPs in Their Current Professional Positions: An Updated and
Current View” was unique as there are limited studies to understand the role of the DNP
in the literature. Some existing studies by Smith Glasgow and Zoucha (2011); Dreher,
Smith Glasgow, Cornelius, and Bhattacharya, (2012); Nichols et al. (2014); Smeltzer et al.
(2015); and Udlis and Mancuso (2015) discuss the salient role and quality of work– life
issues related to the DNP and address the need for further clarity on the education, role,
and expectations of the DNP- prepared nurse.
PURPOSE AND SIGNIFICANCE OF THE STUDY
The AACN member institutions voted in October 2004 to champion the DNP degree
as the desired preparation for future nurses prepared for advanced nursing specialty
practice, including the four most recognized advanced practice nursing (APN) roles of
nurse practitioners, clinical nurse specialists, nurse- midwives, and nurse anesthetists
(AACN, 2009). Additionally, the AACN offered the DNP for advanced practice prepa-
ration of the clinical executive (AACN, 2006). The AACN recommended that academic
institutions that prepare nurses for advanced practice prepare them at the doctoral level,
instead of the current master’s level, by the year 2015 (AACN, 2009). The AACN Annual
Survey of Baccalaureate and Graduate Nursing Programs revealed that 98 (25%) had a
BSN- to- DNP program and 229 (57%) MSN- to- DNP programs. Overall the number of
schools with a DNP has increased tenfold in the past 7 years. Sixty- three schools report
planning a BSN- to- DNP and another 33 schools report offering another track (Auerbach
et al., 2014).
The change in the level of desired advanced practice nurse preparation has also
led to a change in educational requirements and focus on evidence- based practice as
noted in The Essentials of Doctoral Education for Advanced Nursing Practice published by
the AACN in 2006. The major emphasis of the DNP is advanced practice, as opposed
to the PhD, which emphasizes research (AACN, 2006). Loomis, Willard, and Cohen
(2007) found that the majority of DNP students reported considering the PhD educa-
tional route, but chose the DNP over the PhD because of their disinterest in research
and desire to become clinical experts. They reported that in these DNP students, 55%
identified that nursing education was their professional goal, and 61% reported that
they considered eligibility to be a nursing faculty member as an advantage of the DNP
degree (Loomis et al., 2007). Schools and colleges of nursing are rapidly developing
more DNP educational programs, and increased numbers of students are enrolling in
these new APN programs. It is imperative that research is conducted to understand
this possible transition in nursing education and practice, and the potential effect on