Planning for Doctoral Nursing Education, Coursework Example

Doctoral level nurses represent a shift in the dynamic towards significant research and evidence-based practice objectives. Nurses in the DNP role have a tendency to work effectively in applying existing knowledge to solve problems, while the PhD-prepared nurse generates knowledge in a meaningful way (Buchholz et.al, 2013). In this capacity, nurses must be prepared to manage a variety of important tasks and opportunities that impact their overall support of research-based objectives (Buchholz et.al, 2013). Their roles must expand to also educate students and provide them with research experiences that will support their own endeavors into the research platform (Dreher & Glasgow, 2011). DNPs may fall into education or clinical practice, and in either scenario, they must be able to acquire research skills and knowledge to achieve the expected outcomes (Dreher & Glasgow, 2011). In either scenario, it is important to identify the role of evidence-based practice in supporting a framework to support education and to lead research-based initiatives and expanded education in this area (Bednash, Breslin, Kirschling, & Rosseter, 2014). Nurses in both roles possess a critical responsibility to engage in research and to utilize evidence to the best of their ability at all times so that they are able to support quality patient care and treatment on a continuous basis (Redman, Pressler, Furspan, & Potempa, 2014).

My translational research initiative will address the use of the Chronic Care Model with the COPD population, using tools such as Useful Websites and Resources for an Introduction to Nursing Research, Questions for a Preliminary Assessment of a Model or Theory, Question Templates for Selected Clinical Foreground Questions, Questions for Critiquing Design Elements and Study Validity in Quantitative Studies. The information derived from this toolkit will provide support in aiming to conduct a comprehensive systematic review of the topic in question.

References

Bednash, G., Breslin, E. T., Kirschling, J. M., & Rosseter, R. J. (2014). PhD or DNP Planning for Doctoral Nursing Education. Nursing science quarterly, 27(4), 296-301.

Buchholz, S.W., Budd, G.M., Courtney, M.R., Neiheisel, M.B., Hammersla, M., & Carlson, E.D. (2013). Preparing practice scholars: teaching knowledge application in the Doctor of Nursing Practice curriculum. Journal of the American Association of Nurse Practitioners, 25, 473-480.

Dreher, H.M., & Glasgow, M.E.S. (2011). Role Development for Doctoral Advanced Nursing Practice. New York: Springer Publishing Company.

Redman, R. W., Pressler, S. J., Furspan, P., & Potempa, K. (2014). Nurses in the United States with a practice doctorate: Implications for leading in the current context of health care. Nursing outlook.