10: ROLE STRAIN IN THE DAPRN ■ 243nursing as a profession. Because the role of the DNP is relatively new and many are
now beginning to enter into the employment arena, there is a gap in the literature as
to what actual positions these DNPs are pursuing and how they are experiencing their
new roles. A research study that investigates the current role choices and experiences of
DNP graduates can increase nursing knowledge about the role and experiences of the
newly established position. The findings can be disseminated through publication with
the intention of closing the gap in the literature and contribute to future discussions
about the role and educational preparations for DNP students. The authors of this chap-
ter conducted a qualitative study to initiate this area of inquiry.
RESEARCH DESIGN AND PROCEDURES
The following research question guided the focus and method for the study: What is
the lived experience of the DNP- prepared nurse who currently holds faculty, advanced
practice, or administration position in nursing? Nurses holding the DNP degree were
sought for this study to explore and understand their experiences in their current
professional contexts using a descriptive, interpretive phenomenological approach in
the tradition of the Dutch (Utrecht) School of Phenomenology. The Dutch approach
to phenomenology is both descriptive and interpretive, and was used to guide this
research. The research process focused on what informants verbally expressed regard-
ing the meaning in the context of their particular DNP role. Before beginning the inter-
views, the researchers bracketed their presuppositions about the role of the DNP by
discussing their presuppositions with each other. The process of bracketing was done
to ensure that the researchers did not influence the informants and their responses dur-
ing the study (Cohen, 1995). The research process allowed the researchers to engage in
dialogue and discussion with the informants to clarify, verify, and interpret the data.
INSTRUMENTS
An investigator- designed open, unstructured interview guide was used to understand
the experiences of DNPs who currently hold faculty, advanced practice, or executive
positions in nursing. In addition, demographic data were gathered to understand the
context of the informants and assist with data analysis.
INFORMANT RECRUITMENT AND INFORMED CONSENT
Once approval was obtained from the university Institutional Review Board (IRB),
informants were purposefully sought out through the snowball method in the nursing
community in Pennsylvania and New Jersey. Ethical considerations related to data col-
lection were included in the procedures that honored the privacy, feelings, and dignity
of the informants and were intended to minimize any risks from the research process.
The informants were informed of their rights and their willingness to participate in the
study by reading and signing the informed consent. They were also informed that they
had the right to withdraw from the study at any time. A voluntary, purposeful sam-
ple of eight nurses who held a DNP degree and who were currently employed either
in nursing education, clinical practice, or administration in nursing were recruited for
this study. Nursing education DNPs were included if they were currently employed