INDEX ■ 581doctoral of nursing practice (DNP), 5 , 9 , 10 , 20 ,
55 , 142 – 144 , 161 , 173 , 182 – 183 , 237 , 285 ,
417 – 418
AACN’s early developmental work
on, 26 – 29
academic- service partnerships in the
education of, 287 – 289
advanced practice registered nurses
(APRNs), 128 – 129
changes in practice, 534
changing and evolutionary context and
environment of, 245 – 246
clinical executive, 239 – 240
clinical executive practica, 163 – 165
clinical scholarship, 220 – 221 , 222 – 223
competencies, 165
creating strong infrastructure to support
academic service partnerships, 290 – 292
curriculum, 487 , 536 , 575
degree and tenure, 191 – 193
and DrNP, 23 – 25
educator, 186 , 240 – 241
emergence of, 114 – 115
emerging feelings of confidence and respect
in the role as, 246
Essentials. See Essentials of Doctoral Education
for Advanced Nursing Practice
experiences of, 241 – 242
faculty, 257
finding a settled place in the perceived role
of, 246 – 247
future, 223 – 224
graduate from, 173
graduates, 185 , 247 , 248
informant recruitment and informed
consent, 243 – 244
international implications for, 40 – 41
leadership role, 226
moving from affiliation to partnership, 285 – 287
nurse educator focus, 187 – 188
versus other degree options, 170 – 171
to PhD, 564
and PhD program, 257 – 258 , 266 – 268 , 277- prepared advanced practice registered
nurses (APRNs), 121 - prepared faculty, 259
- prepared nurse- midwife, 192 – 193
- prepared practitioner, 239
program evaluation, 164 – 165
research design and procedures, 243
role descriptions, 238
role in negotiation. See negotiation
role in quality improvement, 203 – 212
as scholar, 490 – 491
scholar- practitioners, 574
doctoral- prepared nurse from miniscule
pool, 1 5 – 1 8
doctorates, need for nurses with, 17
doctor of business administration (DBA)
degree, 11
doctor of education (EdD), 113
doctor of medicine (MD), 11 , 22
doctor of nurse anesthesia practice (DNAP),
85 , 570 – 571
doctor of nursing practice (DNP)- prepared
nurse, 219
doctor of nursing practice (DNP/ DrNP)
program, 3 , 9 , 23 – 25 , 26 , 294
variability among, 148 – 150
doctor of nursing science (DNS/ DNSc), 9 , 25
doctor of pharmacy (PharmD), 11
doctor of philosophy (PhD), 4 , 5 , 11 – 12 ,
2 0 – 2 2 , 3 7 – 4 0
doctor of physical therapy (DPT), 11
doctor of psychology degree (PsyD), 12
doctor of science in nursing
(DSN), 12 , 22 , 25
Doctors of Nursing Practice, Inc., 531
Drexel DrNP program’s international study-
abroad program, 29 , 38
accompanying doctoral faculty abroad,
funding for, 447 – 448
doctoral students studying abroad, funding
for, 446 – 447
Dublin program, doctoral student’s
perspective (case study), 453 – 454
Dublin program, faculty perspective,
452 – 453
funding, 446 – 448
idea of, 445
lessons learned, 454 – 455
London program, doctoral student’s
perspective (case study), 450 – 451
London program, faculty
perspective, 448 – 450
reasons for mandating, 445 – 446
Dual Concerns Model, 372
Duquesne DNP- in- Rome study- abroad
opportunity
faculty perspective, 457 – 458
student’s perspective (case study), 459 – 460
DynaMed, 337ecologic educational framework, 488 – 489
EdD degree, 4 , 9 , 11 , 12 , 14
education and training, simulation for,
338 – 339
Education Program Association, 82
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