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Learning Objective 1: Develop an understanding of clinical doctorate evidence based practice model
Learning Objective 2: Understand best practices with doctoral clinical evidence base practice projects
As DNP programs began to evolve there were very diverse requirements for the capstone scholarly project and it became necessary to have clinically prepared faculty to support doctorate education. In developing a DNP capstone project competency standards must be understood by all faculty participating in the educational process. This necessitates bringing together faculty grounded in research methodology with faculty whose scholarship developed from clinical practice. New DNP programs require the development of faculty with the ability to adapt to a new culture of doctoral level education, (Mundinger, Starck, Hathaway, Shaver, & Woods, 2009).
In the development of a DNP programs, it is necessary to develop a “shared vision among faculty” for the capstone project. Standardization of expectations for clinical projects would provide rigor and comparability between projects both within and between educational institutions, (Mundinger, et al., 2009). Of 106 DNP programs over 40 published practices were reviewed and analyzed for published practices related to the DNP scholarly capstone project. Rubrics for use with doctoral clinical projects were developed. The rubrics have been tested for interrater reliability.
Additionally a model has been developed for DNP clinical projects.