The DNP Practice Immersion: Integrative Approaches to Re-envision the Traditional Clinical Experience

       The need for DNP competency development has provided a rich opportunity to envision a new, more complex multifaceted practice experience for students. Faculty designed a practicum experience (course) for DNP students to build advanced practice skills while simultaneously integrating practice inquiry and multiple dimensions of leadership at their practice site. This more closely approximates the role of the DNP prepared APRN upon graduation where they are charged to meet the new IOM challenge of becoming full partners in redesigning healthcare  and practicing to the full extent of their education and training. DNP students have the opportunity to be involved in active practice at the individual, family, community, or systems level while concurrently conducting a systems’ assessment in collaboration with agency staff. In addition they identify a problem, issue, or opportunity in their practice setting in collaboration with their preceptor-mentor and key staff. Students are required to deepen their practice inquiry skills to evaluate their practice as well as system level issues. They are empowered to develop evidence-based change processes, integrate concepts of quality improvement, and develop expertise with QI tools (e.g. process/flow mapping). This information gives the clinical site rich opportunities for improving their services by implementing the collaborative plan.

       This presentation highlights the content, teaching approaches and learning experiences that were created for the DNP tripartite immersion practicum. Information presented will include teaching approaches and content areas focused on deepening expertise (knowledge and skills) in the tripartite role of practice inquiry, leadership and advanced practice. In our school’s DNP conceptualization of the ‘tripartite role’, leadership includes policy, ethics, systems’ management, and information technology. DNP students enroll in the immersion course in the latter part of their programs.  

       In summary, the DNP tripartite role will require APRN’s to integrate their practice expertise with inquiry and system level issues. Innovative DNP education will provide this new cadre of APRNs the ability to “amplify nursing’s voice in transforming the healthcare system”. (IOM, 2010)

Note:  Project supported by funds from HRSA under grant number DO9HP07344-05-00