DNP Role Development for Doctoral Advanced Nursing Practice, Second Edition

566 ■ III: ROLE FUNCTIONS OF DOCTORAL ADVANCED NURSING PRACTICE

■ THE FUTURE OF NURSING: LEADING CHANGE,

ADVANCING HEALTH

Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing
at the IOM, chaired by Donna E. Shalala, president of the University of Miami, was
released. Highlights of this report with relevance for this text include the following:

1. Include a nurse educator role in all master’s and doctoral programs;


2. Increase emphasis on global health and knowledge development at all educa-
   tional levels;


3. Cultivate disciplinary knowledge across all levels of curricula based on an un-
   derstanding of the science of the discipline and the scientific process;


4. Develop “scientifically aware” nurse clinicians who will collaborate with nurse
   scientists to move research to the bedside. Focus on “evidence-creating nurs-
   ing,” the direct collaboration between nurse clinicians and nurse scientists.


5. Reengineer the DNP to include the conduct of research in the form of a prac-
   tice dissertation (Smith Glasgow, Dunphy, & Mainous, 2010, G8– G9).

■ CRITICAL THINKING QUESTIONS

1. What core competencies differentiate the master’s- prepared advanced practice nurse from
   the doctoral advanced practice nurse?


2. How should DNP programs incorporate technology and knowledge management in their
   respective curricula?


3. Christensen, Grossman, and Hwang in The Innovator’s Prescription: A Disruptive
   Solution for Health Care (2008) state, “nurse practitioners practicing in retail clinics,
   should disrupt the precision medicine portion of the physician’s practice.” Discuss the role
   of a NP in retail clinics and other forms of disruptive innovation.


4. Describe the role of the doctoral advanced nursing practice “clinical executive” of the fu-
   ture. What specific competencies does the doctoral advanced nursing practice clinical exec-
   utive require?


5. How can a progressive doctoral- level nurse leader shape an institution through one’s value
   system and passion for nursing?


6. Today, many nursing faculty are divorced from clinical practice. How can the doctoral ad-
   vanced nursing practice “educator” change the current system and reconnect with the prac-
   tice context of the nursing discipline?


7. What are the benefits and risks of the doctoral advanced nursing practice “educator” in ac-
   ademia? Please cite benefits and risks to the individual DNP educator and to the nursing
   profession as a whole.


8. Describe how the academy can develop the productive nurse scientist of the future.


9. What effect will the transition to the entry- level doctorate for advanced practice and the dis-
   solution of the master’s degree over time have on the nursing profession?


10. What do you see as the role of the DNP-prepared nurse of the future? What added-value will
    the DNP-prepared nurse bring to health care?

■ NOTES

1. In the forthcoming new Doctor of Nursing Practice in Advanced Clinical Care at The College of
   New Rochelle we have a course titled “Psychosocial, Behavioral, and Spiritual Interventions in