285chapter TWELVE
The DNP and Academic–Service
Partnerships
Sandra Rader , Sandra J. Engberg , and Jacqueline Dunbar- Jacob
Nursing has a long history of collaboration between service settings and academic set-
tings in the education of nurses. From the initial educational model of apprenticeship to
the placement of formal educational programs within hospitals to the education of nurs-
es over the past half century in universities and community colleges, the relationship be-
tween the clinical setting and the educational setting has been central to the education of
the next generation of nurses. This relationship is consistent with other disciplines with
a focus for a strong practice. Medicine has long situated much of its education within the
clinical practice setting as have numerous other health professions. Professions such as
education and social work also include practical experiences in work settings. The nature
of the partnerships established between academic and service settings has varied from
shared ownership to affiliation agreements designed to provide opportunities for learn-
ing. The agreements have principally focused on student education with the service per-
sonnel cooperating with academic instructors or serving as direct educators themselves.
In 2004, the American Association of Colleges of Nursing (AACN) determined
that advanced practice education should move from the master of science to the Doctor
of Nursing Practice (DNP) level. This was followed by the 2007 decision of the nurse
anesthesia Council on Accreditation (CoA) and the 2015 statements by the National
Association of Clinical Nurse Specialists (NACNS) and the National Organization of
Nurse Practitioner Faculties (NONPF) to move these advanced practice specialties to
the DNP levels. These decisions have expanded the possibilities for academic–service
partnerships. Additional education in leadership, policy, finance, quality improvement
and evaluation methodologies, translation of research as well as further advances in
clinical or administrative education have made the DNP a highly contributing profes-
sional for both the academic and practice sides of the partnership. These skills provide
added value for the inclusion of the DNP in academic–service partnerships.
■ MOVING FROM AFFILIATION TO PARTNERSHIP
The presence of the DNP in both practice and academic settings provides opportu-
nities for collaborations extending well beyond the traditional affiliation for student