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Monday, July 11, 2011
Learning Objective 1: Describe outcomes of DNP education for a sample of post-masters DNP graduates on job responsibilities and creating clinical practice environments that foster evidence based practice.
Learning Objective 2: Discuss implications of practice doctorate (DNP) graduates’ work on the global practice-research interface in direct care, education and scholarship.
Enrollment in the 120 Doctor of Nursing Practice (DNP) programs in the United States increased from 3,415 in 2008 to 5,165 in 2009; the number of graduates increased from 361 to 660 for the same period (American Association of Colleges of Nursing, 2010). Published information about the impact of practice-doctorate education on graduates’ ability to influence evidence based practice is in early stages of development. The purpose of this presentation is to describe findings of a survey designed to determine program satisfaction, changes in job responsibilities, and impact on evidence-based practice and scholarship for a sample of post-masters graduates of a DNP program in the southeastern United States. Our 18-item survey tool contained dichotomous, multiple choice, scaled, and open-ended items. Data collection procedures were based on slightly modified Dillman’s Total Design Method. All graduates of the program (n = 36) from inception to the present were included. The response rate was 80%. The majority of the respondents (86.2%) reported full-time employment and increased responsibility post-graduation (65.5%). Most reported employment in a degree granting institution (44.8%) or healthcare agency (31%). Respondents indicated they were well prepared to solve problems that affected health care delivery through clinical leadership (82.1%), create environments based on analysis of evidence (72.4%), and integrate clinical expertise and leadership in health care systems (72.4%). They reported being less prepared to develop networks and manage complex health systems (50.0%). Participants scholarly accomplishments included publications (n=24), presentations (n=46), and grants (n=20). Conclusions are that respondents are addressing the nursing faculty shortage, fostering evidence based practice, and contributing to nursing practice scholarship. Recommendations include expansion of content on managing complex systems in curriculum, stronger research design content to document outcomes of DNP graduates’ work, and measurement of employer satisfaction with DNP graduates’ contributions.
See more of: Accepted EBP Posters
See more of: Evidence-Based Practice Sessions: Oral Paper & Posters
See more of: Evidence-Based Practice Sessions: Oral Paper & Posters