530 ■ III: ROLE FUNCTIONS OF DOCTORAL ADVANCED NURSING PRACTICE
to think that a nursing scholar with master’s preparation in research and education
are not easily funneled into definitions of DNP- prepared practice. On the flip side of
the concept that research and education are practice, consider that these actions do not
directly impact patient outcomes, which is the mission of the DNP- prepared graduate.
Are these roles nursing practice or the practice of academia? That is a topic for explora-
tion outside of the discussions in this chapter. We keep our focus on examples of widely
accepted DNP practice areas by exploring administration and clinical practice.
One example of DNP- prepared practice is nursing administration. Consider the
competencies of the nurse executive as articulated by the American Organization of
Nurse Executives (AONE, 2015). The main headings include: (a) communication and
relationship building; (b) knowledge of the health care environment; (c) leadership;
(d) professionalism; and (e) business skills. Each of these categories are expanded to
include elements that address these headings. All activities address components that can
be seen as competencies of practice. Though there are similarities and some could argue
overlap with the eight essentials of doctoral education, can we state that the essentials
on their own reflect competencies? These AONE criteria articulate expectations of prac-
tice in the context of the environment where practice takes place, not in an academic
setting. Are these criterion competencies of practice? Most will agree that they are. If
they do reflect practice, can we identify the essentials as reflection of competencies also?
Another example to consider is the competencies articulated by the National
Organization of Nurse Practitioner Faculties (NONPF, 2012). The nurse practitioner
(NP) core competencies are grouped into competency areas that include: scientific foun-
dation, leadership, quality, practice inquiry, technology and information literacy, policy,
health delivery system, ethics, and independent practice. Each of these areas expand to
include NP core competencies and curriculum content to support competencies. How
to actually measure these competencies to assure safe practice on graduation is a chal-
lenge that is being addressed by NONPF. One important caveat is the fact that no state
is mandating the doctorate degree to perform as an advanced practice nurse. The master
of science in nursing (MSN) degree is the required degree for all states to practice as an
advanced practice registered nurse (APRN). The DNP degree has not yet become the
minimum degree for APRN practice. Efforts are being made by the AACN to enhance
the caliber of advanced practice education. In 2013, an APRN Clinical Training Task
Force was formed. Consultation with multiple disciplines was incorporated into pro-
cesses that included webinars and feedback sessions. Key stakeholders were invited
to help gain consensus. Recommendations that were made as a result of this task force
include the following:
- Enhance APRN clinical education through simulation
- APRN programs should adapt AACN- AONE principles for academic- practice
partnerships - APRN clinical education and assessment should be competency based
- Support the development of innovative APRN clinical education models
This task force and the recommendations that came from it are welcomed to help
build and further develop the capabilities of advanced practice nursing. Though the
eight essentials of doctoral education support these motives and to a large degree pro-
vide a foundation for these recommendations, they are not driving practice as is sug-
gested by the evaluation of competencies. These essentials do not drive practice yet,
as has been suggested earlier, but provide a foundation for thought that can lead to
improved practice. As participants in the practice of nursing, we work to support edu-
cation and practice in order to improve outcomes. As a discipline, we appreciate the
distinction between the foundational support of the eight essentials and the elements