6: THE ROLE OF THE CLINICAL EXECUTIVE ■ 171which included Geriatric Policy and the College of Business courses for this chapter’s
second author; research principles and courses required for a doctoral degree; and the
exposure to theory on health policy development. In concert with the aforementioned
benefits, the student is prepared to constantly ask why, always seek new knowledge
through research and evidence- based practice, and to design programs and policy with
the ability to evaluate these initiatives clinically and financially. DNP graduates dem-
onstrate the importance of always asking the best next question(s). They recognize that
while one may not always have the answers, it is the question that may be more impor-
tant because it highlights an aspect of a complex situation that may have been missed.
Students have a sharpened sense of critical thinking outside the scope of nursing, which
forces the doctoral clinical executive scholar to examine how health care is truly inte-
grated both horizontally and vertically.
The DNP degree is an option that prepares nurse executives to perform at a
higher level. We are not suggesting that the other degree options reviewed are infe-
rior, because they are not. The authors believe that they offer a very sound prepa-
ration for one interested in leadership, while the DNP offers an advanced level of
preparation for someone who desires more knowledge and preparation. The DNP
is not more of the same, but a newer version or model of preparation for the nurse
executive who functions as the senior nurse leader in organizations with other mem-
bers of the executive team. The primary difference in the DNP is best described by
Hader who states, “The curriculum and expectations of academic performance in the
clinical doctorate programs are far more extensive than those in a traditional gradu-
ate program” (2010b, p. 6). The focus of the DNP program is uniquely different and,
in theory, does create a different type of graduate with the ability to think outside tra-
ditional boundaries and develop collaborative partnerships to move organizations
forward successfully.
■ AMERICAN ORGANIZATION OF NURSE EXECUTIVES : NURSE
EXECUTIVE COMPETENCIES
At this time, the AONE has not endorsed the proposal that the DNP should be a require-
ment for either the clinical nurse executive or practice- focused nurse in advanced nursing
practice roles. In their position statement, AONE (2007) supports the DNP as a terminal
degree option for practice- focused nursing. They believe, however, that master’s nurs-
ing degree programs in both generalist and specialty courses of study should remain
intact. The Professional Practice Policy Committee of AONE concludes that questions
and concerns that have been voiced regarding patient outcomes, salary compensation,
and financial impact on organizations have not been fully identified, investigated, or
addressed as they relate to the DNP requirement.
Having said the aforementioned, AONE considers nurse leadership as a subspe-
cialty within nursing practice that requires competence and proficiency unique to the
executive role. They believe that there are five core competencies that are common to
nurses in executive practice regardless of their educational level or title (AONE Nurse
Executive Competencies, 2005). These five competencies are: (a) communication and
relationship building; (b) knowledge of the health care environment; (c) leadership;
(d) professionalism; and (e) business skills. These core leadership competencies align
with specific core essentials of the AACN’s Essentials of Doctoral Education for Advanced
Nursing Practice , such as interprofessional collaboration, organizational and systems
leadership, and clinical scholarship. AONE recognizes that their competencies are core