An Examination of Implications of Diversity in Graduate Policies in DNP programs

The presentation addresses issues arising from policies guiding application of credits toward the DNP degree. Three common mechanisms for granting graduate credit are discussed: transfer, waiver, and challenge. Issues arise as post-masters students return for a DNP degree or master’s students matriculate in a DNP program. Transfer of graduate credits from another university is limited. Credit for graduate core courses shared by masters and DNP programs is sometimes applied toward both degrees. Principles involved, rationale underlying decision making and implications of these policy decisions are examined for students, faculty, universities and ultimately the profession.

Transfer of credit for courses is a preferred mechanism for awarding graduate credit. Limits ensure the graduate reflects the university’s educational program, preserve curricular integrity and maintain revenue. Judgments made about the types of courses, the level of performance required and the interval between completion of the course and matriculation in the DNP program affect faculty, students and the profession. Standards are recommended. The process for determining equivalency of courses is discussed and its implications for faculty workload. Recommendations are made to ensure students have the foundational knowledge needed to succeed. Credit for pass/fail courses and short courses from proprietary universities may be denied because of difficulty determining equivalency. Types of transferable courses are discussed—e.g., non-nursing courses, core courses, and clinical courses.

The individual who challenges a course must demonstrate competency. Knowledge testing with assessment of psychomotor skills is time intensive, impacts faculty workload and may require added fees. Students may be required to enroll in additional courses that enrich the educational experience but add cost. Similarly, students who waive a course must replace the credits. Electives from other departments may require pre-requisites adding cost and may not be compatible with the delivery of DNP courses (e.g., online or intensive weekend schedules).

Accreditation of professional doctoral nursing programs has not yet addressed diversity in policies used to grant graduate credit. Greater uniformity in these policies may help to maintain program quality and protect the profession by ensuring graduates are competent. Re-examination of policies for awarding graduate credit is needed given the diversity in DNP programs.