Differences and Complimentary Forces, Essay Example

Complimentary forces that prevail amidst both tenured faculty members and nurses that are DNP-prepared within academic settings manifest because both are rigorous and extremely demanding academic tracks that nurses who are ardent about their commitment to making positive contributions in the field of nursing and who want to commit themselves to becoming advanced nurses. The primary aim of those pursuing advanced nursing roles is to advocate and shape healthcare legislation and policy (Fitzgerald et al., 2012). These persons in these distinct academic tracks have earned terminal degrees within the discipline and field of nursing, although the preparation of DNP nurses diverges from the preparation of a tenured faculty adjunct. DNP-trained nurses earn a terminal degree that is predicated on a more empirical, practice-oriented experiences within a doctoral setting in contrast to a faculty tenured member whose terminal degree is based more on research.

The variations that are discernible entail the reality that nurses who are DNP-prepared show greater competency in transposing their research into evidence-based nursing practices throughout their doctoral programs, thereby opening up more opportunities for them to practice their adroitness. In contrast, tenured faculty members contribute various primary studies in nursing research methodology, theory, statistics, and so-called meta-theory. Nonetheless, there are some complementary forces that are discernible in all nursing programs that emphasize research, including the mandate for comprehensive and meticulous study with qualifications for students to administer their dissertations. However, DNP programs also incorporate integrative practices that are empirical in nature in addition to an amplified a nd rigorous immersion experience. As such, nurses who are DNP-prepared are seemingly more dexterous and competent at practices that are oriented around application because of the final projects DNP students must do that are the hallmark components of nursing experiences in integrative practice.

References 

Fitzgerald, C., Kantrowitz-Gordan, I., Katz, J. & Hertz, A. (2012). Advanced practice nursing education: Challenges and strategies. Nursing Research and Practice, 2012. Retrieved November 10, 2015 from http://www.hindawi.com/journals/nrp/2012/854918/

Raines. C.F. & Taglaireni, M.E. (2008). Career pathways in nursing: Entry points and academic progression. OJIN: The Online Journal of Issues in Nursing,13(3).