Innovative Approaches to Increase Student Satisfaction with the DNP Scholarly Project in a BS-DNP and MS-DNP Program

In 2004, the American Association of Colleges of Nursing (AACN) adopted the goal that preparation for specialization in nursing should be at the doctoral level by 2015.  The evolution of the Doctor of Nursing Practice (DNP) Degree is the product of this goal. Nursing has a well-established paradigm for those seeking the research doctorate. Designing a paradigm for the advanced education of nurses in clinical practice and scholarship follows a different path, requiring adaptation of preexisting models.  The expectation of many DNP programs includes a final practice immersion project.  The challenge for faculty falls in guiding students through the process of project selection and completion rigorous enough to meet the expectations of doctoral education yet accomplished within the time frame of programs of study.   

Programs providing DNP education for Master’s level advanced practice nurses generally have programs of study ranging from four to six semesters.  Although the majority of these students have practiced as advanced practice nurses and are able to conceptualize immersion projects, there remains a great challenge in narrowing the project scope to allow completion in the established time frame while maintaining a meaningful project with a high level of rigor.

After guiding six Master’s to DNP (MS-DNP) and three Baccalaureate to DNP (BS-DNP) cohorts through the DNP Scholarly Project process, many lessons have been learned. Through discussion and use of guiding principles outlined by the AACN and the National Organization of Nurse Practitioner Faculty (NONPF), the BS-DNP and MS-DNP program faculty developed new innovative approaches that are increasing the success of student experiences while maintaining the depth and rigor needed in a doctoral scholarly project.

This presentation will explore new innovative approaches developed by faculty of a BS-DNP and MS-DNP program instituted to improve both the student and faculty experience while maintaining high standards for rigor. Included in the presentation is a discussion of new approaches initiated after a thorough review of lessons learned. Examples include the types of approach used in preparing students, development of the scholarly project courses, oral defense of the proposal and an innovative and highly successful final poster defense.