25: REFLECTIVE RESPONSE 1 ■ 571programs for accreditation visits. However, the specific nature of those clinical experi-
ences, the content within them, and the levels of supervision remain widely divergent.
More specific delineation of what constitutes minimal clinical experiences for master’s
level advanced practice nurses and how doctoral level clinical experiences exceed this
standard are needed. The authors of this chapter provide excellent recommendations to
guide future applicants and DNP students to critically assess and evaluate the clinical
content of DNP programs in this regard.
The value of doctoral preparation for clinical executives seems to be less contro-
versial. A totally new skill set is required to succeed in current and future executive level
leadership positions. Our history of promoting the most beloved nurse clinicians into
such leadership positions will not serve the profession well in environments of increasing
competition to produce clinical and financial outcomes consistent with constantly rising
benchmark targets. Dreher and Smith Glasgow advocate for a combined high- tech/ high-
touch approach in the preparation of practitioners. This combination is equally important
for clinical executives. Advanced competencies in emotional intelligence, appreciative
inquiry, and motivation must be combined with a high degree of technologic proficiency,
financial acumen, and political savvy. Awareness and understanding of, and adaptability
to new technologies will be essential because these decisions and applications increas-
ingly influence system efficiencies and the financial bottom line. I agree with the authors
that these leaders will not be limited to traditional positions in nursing administration,
but will also be well suited for a variety of chief executive and interdisciplinary leader-
ship positions, as well as offices and board positions in professional organizations and
community service agencies. DNP faculty should challenge these students to dream big
and invest at least a portion of their clinical practicum hours in mentored leadership
experiences beyond traditional clinical nursing administration.
Expectations regarding the role of DNP graduates as educators have evolved over
the past decade. Early in the development of DNP programs, many opponents expressed
the concern that DNP programs would divert potential PhD candidates and therefore
contribute to the growing shortage of nursing faculty (Meleis & Dracup, 2005). Of course,
this concern was predicated on the assumption that DNP graduates could not or should
not be considered for nursing faculty positions. It is important to note that the AACN
Essentials document states, “the basic DNP curriculum does not prepare the graduate
for a faculty teaching role any more than the PhD curriculum does. Graduates of either
program planning a faculty career will need (additional) preparation” (AACN, p. 7).
As DNP programs proliferate, the DNP- prepared advanced nursing practice edu-
cator who is actively engaged in practice will be the candidate of choice to fill these DNP
faculty positions. Likewise, these practitioners will be better prepared to teach under-
graduate nursing students, especially in clinical settings, than many PhD- prepared
researchers. In publications, including the 2010 report from the Institute of Medicine
(IOM) titled A Summary of the February 2010 Forum on the Future of Nursing , some nurse
leaders advocate for the recognition of nursing education as a specialized area within
advanced nursing practice which could be taught in DNP tracks specifically designed
for educators. The authors of this chapter have been leaders in this charge. I agree
with their recommendation that the AACN doctoral essentials should reconsider and
embrace faculty/ education competencies.
Dreher and Smith Glasgow raise important questions regarding workload expecta-
tions and compensation for these advanced practitioner educators. Their suggestion of a
new differentiated model, including the roles of nurse scientist, educator clinician, and
clinician educator, offers an innovative approach to differentiating and clarifying aca-
demic role expectations. Colleges of nursing, such as the University of Kentucky, have
demonstrated value for DNP- prepared educators as essential leaders in both teaching and