2015 DNP - page 19
I am wondering if anyone has heard any updates. Everything I keep seeing online from the AACN is "recommendation", "strongly encouraged", "highly suggested". I have yet to see anything, that... Read More
Aug 19, '13Quote from prairienpPost-MSN students with at least 1000 clinical/practice hours done as a graduate student probably would not have to have more "practice hours", but that would be up to each program.I think there is also confusion when people "assume" all programs use practice hours to meet the 1000 hours. Many programs have 1000 plus clinical hours with another 2-3 hundred practice hours. The intent of the DNP was to have 1000 clinical hours a "clinical doctorate"
I think you are discussing a MSN/FNP to a DNP versus a BSN to a DNP/FNP. In that case of a MSN/FNP to a DNP they have been in practice for several years, do they need clinical hours, I dont think so. They need practice hours
[FONT=TimesNewRomanPS]"Practice Experiences in the Curriculum
DNP programs provide rich and varied opportunities for practice experiences aimed athelping graduates achieve the essential and specialty competencies upon completion ofthe program. In order to achieve the DNP competencies, programs should provide aminimum of 1,000 hours of practice post-baccalaureate as part of a supervised academicprogram. Practice experiences should be designed to help students achieve specificlearning objectives related to the [FONT=TimesNewRomanPS]DNP Essentials and specialty competencies. Theseexperiences should be designed to provide systematic opportunities for feedback andreflection. Experiences include in-depth work with experts from nursing as well as otherdisciplines and provide opportunities for meaningful student engagement within practiceenvironments. Given the intense practice focus of DNP programs, practice experiencesare designed to help students build and assimilate knowledge for advanced specialtypractice at a high level of complexity. Therefore, end-of-program practice immersionexperiences should be required to provide an opportunity for further synthesis andexpansion of the learning developed to that point. These experiences also provide thecontext within which the final DNP product is completed.
Practice immersion experiences afford the opportunity to integrate and synthesize theessentials and specialty requirements necessary to demonstrate competency in an area of specialized nursing practice. Proficiency may be acquired through a variety of methods,such as, attaining case requirements, patient or practice contact hours, completingspecified procedures, demonstrating experiential competencies, or a combination of theseelements. Many specialty groups already extensively define various minimal experiencesand requirements. "
Aug 29, '13Quote from wtbcrnaI think the argument could be made that title of the degree aside any APN degree is a professional degree and not an academic/research degree and as such the number of credit hours do not have to align with other degrees of the same title. Nursing is not the only profession where the professional degree may require more credit hours than a strictly academic/research degree with the same title. Think MD versus PhD. Many PhD programs come nowhere close to the number of credit hours required for a professional doctorate. On the flip side, many, if not most, PhD recipients spend more years in school in pursuit of their doctorate than do those who receive a professional doctorate. So, with absolutely no disrespect meant, the number of credit hours really has no bearing on the title of a professional degree (along these same lines many ADN prepared nurses have almost another whole year of education above what would be considered an associates degree in other fields).That doesn't consider the fact that MSN/APN programs are credit over loaded and need to move to a clinical doctorate based on credit hours alone.
With all that said, I don't believe the DNP degree, as a professional doctorate, is a bad thing. Rather, I think in its role as a professional doctorate it needs to educate more on the professional side of practice and less on the academic/research for the sake of research side of things. EBP is a professional issue, so that is fine. Additional statistic classes, for example, for the sake of adding credit hours, is not so fine. Again this is my opinion, but this logic is followed through by most other professional doctorates (medical, health, or otherwise -- you don't see JD students having to retake a political science class on the way to getting their professional doctorate for instance).