24: ESSENTIALS OF DOCTORAL EDUCATION ■ 531that drive practice. It is necessary that we aim our focus on improving outcomes. As
a discipline, the eight essentials of doctoral education are a good start in building a
stronger nurse to contribute and enhance outcomes, but these same essentials are not
competencies as written and adapted by the practice professional in nursing. Similarly,
practice is not based on the implementation of the essentials. I suspect that some who
read this last statement can offer an opposing argument against it. To further expand,
please consider the following data.
■ ARE DNP- PREPARED PROFESSIONALS DEMONSTRATING
IMPROVED OUTCOMES AS A RESULT OF THE EIGHT ESSENTIALS?
One organization that collects and disseminates data reflecting the perceived outcomes of
DNP- prepared nurses is Doctors of Nursing Practice, Inc. (DNP, Inc., 2015). The mission of
DNP Inc. is to improve health care outcomes by promoting and enhancing the doctorally
prepared nursing professional. The organization is dedicated to (a) providing accurate and
timely information; (b) supporting, developing, and disseminating professional practice
innovation; (c) collaborating in a professional manner that demonstrates universal respect
for others, honesty and integrity in communications and; (d) responding with open dis-
cussions and dialogues that promote the evolution of advanced nursing practice and the
growth of the DNP degree. In an effort to address this mission and vision, several National
DNP Outcome Surveys have been completed. Following are excerpts of results from the
2015 survey designed to determine characteristics of practice type, location, and satisfaction
with practice of DNP- prepared graduates. The author is the president of this organization
and has worked collaboratively with members of the organization to collect this informa-
tion. The data in the following tables are approved for publication by DNP, Inc. (2015).
The information provided in Table 24.1 reflects the diversity of the respondent
and the variety of tracks completed by these graduates. It is important to note that
approximately 75% of the respondents identified themselves as working in academia.
The survey did not determine the extent of this work compared with the percentage of
colleagues in the clinical practice setting.
TABLE 24.1 Characteristics of DNP Outcomes Survey Respondents ( N = 697)
Gender 88% Female ( N = 603)
10% Male ( N = 68)
2% Preferred not to respond ( N = 12 )
Degree program 94% MSN– DNP ( N = 639)
6% BSN– DNP ( N = 44)
DNP educational track 70% APRN track ( N = 478)
17% Health systems leadership/ admin
( N = 120)
11% Education in academia ( N = 74)
3% Public health ( N = 19)
2% Education in a health care system ( N = 14)
2% Informatics ( N = 14)
2% Health policy ( N = 14)
7% Other not identified ( N = 45)APRN, advanced practice registered nurse; BSN, bachelor of science in nursing; DNP, Doctor of Nursing
Practice; MSN, master of science in nursing.