12: THE DNP AND ACADEMIC–SERVICE PARTNERSHIPS ■ 287without a specialty focus. Thus, there may be some variation in the contribution to
advanced practice innovations between the two groups. Whichever be the program, the
education of the DNP is heavily dependent on a clinical partnership, which can support
that level of education.
■ ACADEMIC–SERVICE PARTNERSHIPS IN THE EDUCATION
OF THE DNP
The August 2015 report from the AACN Task Force on Implementation of the
DNP (white paper) included a statement reaffirming the importance of academic–
service partnerships in creating and sustaining progressive education and prac-
tice. The task force recommended that DNP programs follow the AACN-AONE
(American Organization of Nurse Executives) task force on academic– service part-
nership- guiding principles when establishing partnerships (AANC Task Force on
Implementation of the DNP, 2015). Partnerships should be formalized relationships
based on “mutual goals, respect, and knowledge” (p. 1). As programs establish
academic– service partnerships, they should consider potential partners beyond
traditional health care systems. A broad range of partnerships should be consid-
ered (AACN, 2012).
Although we were unable to identify published articles that specifically addressed
academic– service partnerships in relation to the DNP education or practice, such part-
nerships have the potential to benefit students as well as the partnership sites. A broad
range of partnerships will allow DNP students to engage in practice experiences that
allow them to attain and demonstrate the DNP essentials. Practice experiences for the
DNP student should include more than direct patient care. They should also include
indirect care opportunities that allow students to broaden their expertise in relation
to the skill set defined in the DNP essentials (white paper). Having a broad range of
practice partners will facilitate DNP programs’ ability to provide these experiences for
students. They will also help to ensure adequate numbers of high- quality direct patient
care experiences for advance practice DNP students. The 2015 AACN report from the
Task Force on Implementation of the DNP states that all DNP programs are required to
document and validate that all graduates have met all of the DNP essential outcomes.
This includes BSN to DNP and master of science in nursing (MSN) to DNP students
and includes students in programs focusing on leadership and health policy, as well
as direct patient care roles. In addition, the report recommends practice immersion
experiences where students have the opportunity to apply, integrate and synthesize
knowledge related to the DNP essentials, and to demonstrate achievement of outcomes
in relation to advanced nursing practice (AANC Task Force on Implementation of the
DNP, 2015). Meeting these requirements and recommendations requires access to a
variety of practice settings and academic– service partnerships can help ensure this
access.
Academic– practice partnerships are also important in giving DNP students access
to settings where they can plan, implement, and evaluate their DNP project. According
to the white paper, all DNP projects should:
- Be designed to effect health care outcomes through either direct or indirect care
- Have a micro- , meso- or macro- level systems focus or a population/ aggregate
focus - Be implemented in the appropriate practice setting
- Include a plan for sustainability