Annotated Bibliography 5g1j6z

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Briana Pierre Prof. Leslie Wolcott ENC 1102 23 March 2015 Annotated Bibliography The broad-range of nursing is a continuously evolving profession in which innovations are constantly brought into play in order to accommodate the increasingly complex healthcare system. In this dynamic field, it is prevalent for nurse educators to analyze and modify education curriculum, proposals, and programs that is vital to new and current practicing nurses. With regard to advanced practicing nurses (APN), nurses who are nurses who have at least have obtained a master’s degree in nursing, recent studies have put an emphasizes on a new innovation related to the credentials of advanced nursing practice. This innovation has sparked a decade-long conversation brought to attention by the American Association of Colleges of Nursing (AACN) when it adopted a proposal to move the education and required credentials of APN’s from the master’s degree to the doctoral level by the year 2015. Outside of the normality of delivering high-quality patient care and disease prevention, this new innovation seeks to focus on the leadership, research, and problem-solving skills of an advanced practice nurse. To further understand the driving force behind the AACN’s position on the potential implementation on a required doctoral degree for current and future APN’s, this annotated

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bibliography attempts to address both negative and positive viewpoints and also addresses the educational curriculum on this controversial debate on the proposed doctoral level education requirement to pursue a career in advanced practice nursing. The list of sources below provides many different perspective on this long-lasting matter and is formulated from scholarly/academic journals. This issue sparks an interest to future nurses, current advanced practicing nurses, nursing education programs, and the overall doctoral education program in general because this debatable subject has direct effects, whether positive or negative on those who are most involved and do not pertain to those who do not wish to purse or have an interest in the nursing profession. The professions of the contributing authors to the academic journals in this field ranges from nurses who have gained credentials beyond the post-graduate level in nursing to researchers who are experts in nursing informatics. In this annotated bibliography, researchers, current and future advanced practice nursing students, nurse education programs, and nurse educators will be made knowledgeable of the new innovations that has the nursing community buzzing and the effects it has on the growing health care industry.

Apold, S. (2008). The doctor of nursing practice: looking back, moving forward. Journal For Nurse Practitioners, 4(2), 101-108. In this scholarly journal article, Susan Apold, vice president of academic affairs and dean of faculty at College of Mount Saint Vincent in Bronx, NY and also the immediate past president of the American College of Nurse Practitioners seeks to discuss the long-lasting conversation and conclusion on the adaptation of the doctor of nursing practice as the required credential for the advanced nursing practice profession. This article unfolds the

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origin behind doctoral education, provides an explanation of the challenges and beneficial aspects of a new doctoral degree for the advanced practice nursing education, and lastly, suggest ways on moving forward in relation to the growing healthcare system. Opponents of the potential DNP practice credential argue that if this new requirement is in-fact implemented, it may prevent nursing faculty from having tenure which will enable them from “participating in policy issues, decision-making on the college/university level, budget distributions, and other inquires that focuses on the overall growth, development, and actually sustainability of nursing as a discipline in higher education” (p. 105). Contrary to the challenges this new development may face, there are also some advantages to this process in which the author suggest that the DNP practice degree may increase knowledge to improve the practice of nursing, leadership roles, and develop improvements in patient-outcomes. Susan Apold uses this article to portray its relevance to my research in its importance for moving forward with this new required doctors in nursing practice (DNP) by suggesting that the nursing profession must embrace and openly discuss the unanswered questions that wonders through the minds of those involved such as myself, because it is imperative for me to confront the pros and cons to the potential innovation seeing as I wish to pursue a career as a nurse practitioner. Boland, B., Treston, J., & O'Sullivan, A. (2010). Climb to new educational heights. Nurse Practitioner, 35(4), 36-41. In this scholarly article, the authors who all have the necessary post-master’s level credentials in nursing seek to explain the dynamics of the doctoral level of advanced nursing practices and informs future nurses who wish to practice in this particular level

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on what to look for and what to be aware of when pursing the complexity of the doctoral education program. The authors discusses the potential of this innovation and argue that this proposal can significantly influence the evolution of advanced nursing practice and have an impact on current and future nurse practitioners. In the article, the author informs those that hope to pursue this potential innovation of the essentials of the doctoral education in advanced nursing practice. Emphasize is placed on examples of DNP programs in the U.S. and what the institutions main focus and objectives are in those particular programs. This article is important to my research because it demonstrates its relevancy to the healthcare system and how imperative it is for future advanced nurses to examine all of the possible effects of the proposed DNP degree to ensure that this would be the right fit for their career. Brar, K., Boschma, G., & McCuaig, F. (2010). The development of nurse practitioner preparation beyond the master's level: what is the debate about?. International Journal Of Nursing Education Scholarship, 7(1), 15P. The authors in this scholarly journal article who are all experts in the nursing profession explains the overview of the DNP in the U.S. makes a comparison to the way it has a direct influence on the DNP program in Canada. In both countries, Brar et al. establishes that the driving need for the DNP program correlates to the shortage of nurses educated at the doctoral level and argues that the program can bridge gap in knowledge between the master’s degree level and the PhD program. If this gap is not filled, researchers believe that this can hinder the quality development of patient care. The debate in this article

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focuses on using the doctoral program as an alternative to the PhD program in the states, and whether or not Canada should follow behind. The authors compare and contrast between the DNP and the PhD in nursing. The PhD in nursing focuses on the research and education aspect of nursing whereas the DNP concentrate more on the clinical practices or clinical teachings. A major similarity between the two, the authors argues, are that both programs both utilize content from research methods. This article is relevant to my research due to the clarity the authors provide on the confusion between the DNP and the PhD nursing programs. The potential implementation is not only being discussed in the U.S, but has also sparked controversy across the world such has in Canada, which overall proves how prevalent this conversation is to those who are directly or wish to become involved in the nursing profession. Chase, S., & Pruitt, R. (2006). The practice doctorate: innovation or disruption?. Journal Of Nursing Education, 45(5), 155-161. The authors, Dr. Susan Chase who is an interim Assistant Dean for Doctoral Programs and Associate Professor, Christine E. Lynn College of Nursing at Florida Atlantic University and Dr. Rosanne Pruitt who is a Professor and Director at Clemson University School of Nursing in Clemson, South Carolina, describes the preparation of advanced nursing practice with a Doctor of Nursing Practice (DNP) degree as a “disruptive innovation.” This scholarly article main objectives focuses entirely on the future difficulties of this innovation in regards to future students, current practicing advanced nurses, nursing colleges, and the overall education of a doctoral degree as a unit. The American Association of College of Nursing (AACN) has proposed by the year 2015 that

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all advanced practicing nurses be required to obtain a DNP degree as a credential, however, the researchers in this article has set their own recommendations and opinions in which they have proposed that the AACN entirely eliminate the 2015 deadline for the innovation of a doctoral prepared nursing practice. This scholarly article is important to the potential innovation of a required DNP credential for advanced nurses because it describes the negative aspects of this discussion and its effects on new and current nurses, educators, nursing schools, and takes a stand on how this innovation threatens the nursing doctoral degree as a whole. Chism, L. (2009). Toward clarification of the doctor of nursing practice degree. Advanced Emergency Nursing Journal, 31(4), 287-297. The author of this academic journal, Lisa Chiasm who is a DNP, APRN,BC, at the Karmanos Cancer Institute in Michigan sets out to inform those interesting in the field on the competencies of the DNP in nursing. As in the article by Brar et al., Chiasm addresses the confusion between the DNP and PhD programs and distinguishes between the two. The author explains the role DNP graduates play in regard to emergency nursing settings which includes research, leadership skills, and serving as an advocate. The importance this article possess it relevant to my research because it outlines the roles and responsibilities of a DNP professional in relation to nursing settings and to that are not directly involved in this profession. The clinical expertise developed from this innovation allows for future and current advanced nurses to practice leadership skills in any setting.

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Dracup, K., Cronenwett, L., Meleis, A., & Benner, P. (2005). Reflections on the doctorate of nursing practice. Nursing Outlook, 53(4), 177-182. Kathleen Dracup, a Professor and Dean at the School of Nursing, University of Californi, Linda Cronenwett, a Professor and Dean at the School of Nursing, University of North Carolina at Chapel Hil, Afaf I. Meleis, a Professor at Margaret Bond Simon Dean at the School of Nursing, University of Pennsylvania, Patricia E. Benneris a Professor and Thelma Shobe Endowed Chair in Ethics and Spirituality at the University of California all seek to address what they believe are the potential consequences of adopting a practice doctorate within the nursing profession in which they argue might be negative for the nursing profession, for healthcare, and for society as a whole. The practice doctorate, in their professional opinions threatens the number of nurses prepared at the PhD level and changes the nature of university-based faculties of nursing. This scholarly article is important because it provides a different perspective on the negative effects this new innovation would have not only to those who have or wish to obtain DNP degree but to the new and current nurses at the PhD level as well. This proves that there are a plethora of people that can be affected by this proposal. Draye, M., Acker, M., & Zimmer, P. (2006). The practice doctorate in nursing: approaches to transform nurse practitioner education and practice. Nursing Outlook, 54(3), 123-129. Mary Ann Draye, an Assistant Professor, Director of the Family Nurse Practitioner Program, at the University of Washington School of Nursing, Michele Ackeris, a Senior Lecturer, Director of the Pediatric Nurse Practitioner Program at the University of Washington School of Nursing, Phyllis Arn Zimmer, a Lecturer, Family Nurse

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Practitioner Program at the University of Washington School of. All 3 authors of this scholarly journal article touches on how turmoil in the healthcare system present renewed challenges to the nursing profession as whole. The authors argue that these challenges may be good for the healthcare system in which gives the opportunity to increase nursing’s capacity to provide leadership toward improving the health status of the nation through the innovation practice doctorate. The authors also provide suggestions on how the AACN can go by implementing this innovation, for example, curricula need to be carefully crafted, and that education and practice play hand-in-hand in identifying the practice doctorate as the way to accomplish these goals. The importance of this article is relevant to my research due to the fact that it discusses the positive aspects of the proposal. The controversy that surrounds this discussion may be a start in the right direction by serving as a means for researchers and expertise to brainstorm ideas on the proper ways to implement this innovation if-in-fact the AACN makes a decision to do so. Fain, J., Asselin, M., & McCurry, M. (2008). The DNP... why now?. Nursing Management, 39(7), 34-37. At the University of Massachusetts Dartmouth, College of Nursing, James A. Fainis dean and professor, and Marilyn Asselin and Mary McCurryare assistant professors all have the necessary credential and are expertise in this field argues that the staffing shortage for healthcare professionals is well recognized and the need will continue to grow for advanced practice nurses to obtain a DNP degree. The authors describes the roles and responsibilities of DNP nurses, the main purpose as to why the program is implemented,

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and discusses the need for requirement of the DNP as the established credential. They also explain the educational preparation behind the program. The article is relevant to my research because it portrays the positivity and the need for this potential requirement. The authors aids those in or wish to become a member of the nursing profession in understanding why the DNP should be the requirement for advanced nursing practice. Fulton, J., & Lyon, B. (2005). The need for some sense making: doctor of nursing practice. Online Journal Of Issues In Nursing, 10(3). In this article based on the issues that surround the doctorate-level of nursing practice, Fulton & Lyon who are Doctors in Nurse Practice (DNP) attempt to ascertain whether the on-going proposal of implementing a practice doctorates would pose an arising concern for the method of nurse practice. With an interest in the educational and economic effects on students and employers, as well as its significance on the overall focus of the practice doctorate, the authors summarizes and reflects on the problematic implementation of the practice of doctorate in nursing and proposes a more thorough debate involving all parties before progressing further with this degree. This is especially important in my discussion of including a doctorate degree in the advancing roles of nurse practitioners because this article contributes to the on-going debate of implementing such degree and seeks to emphasize the negative effects it has on the ever-changing phenomenon of the healthcare system educationally and economically.

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Hathaway, D., Jacob, S., Stegbauer, C., Thompson, C., & Graff, C. (2006). The practice doctorate: perspectives of early adopters. Journal Of Nursing Education, 45(12), 487496. Dr. Hathaway is a Dean, Dr. Jacob is Executive Associate Dean, Dr. Stegbauer is Associate Dean, Dr. Thompson is Professor of Acute and Chronic Care, and Dr. Graff is Assistant Professor of Primary and Public Health and Chief of Nursing at the Boling Center for Developmental Disabilities, College of Nursing, University of Tennessee Health Science Center, Memphis, Tennessee. The emergence of the Doctor of Nursing Practice (DNP) degree is being described as a “disruptive innovation” as mentioned in another source that is altering the landscape of nursing and health care and creating a great deal of controversy within and beyond the profession of nursing. This article proposes that the DNP is not start of a recent controversy and that innovation begun in the late 1960s with the advent of nurse practitioner programs. As expected with disruptive innovations, many challenges face those who are early adopters and who wish to forge ahead during the phase of this innovation. As faculty and s of secondgeneration DNP programs, the authors are fully aware of the ongoing discussion and issues related to the practice doctorate. This article shares the experiences of this group of authors/early adopters and their insights into controversies surrounding the DNP movement. The article is significant to the controversial discussion of a DNP requirement because it signifies that this debate is not relatively recent but has been a topic of interest first in the 1960s and now almost decades later is still sparking a great debate. This authors outlines

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their negative thoughts on the future of this innovation, and those who wish to become involved should consider these effects. Lenz, E. (2005). The Practice Doctorate in Nursing: an idea whose time has come. Online Journal Of Issues In Nursing, 10(3) In this article by E. Lenz, a clinical expertise in the nursing profession, demonstrates the practice and educational trends that led to the resurgence of interest in the practice doctorate in nursing. The characteristics of existing practice doctoral programs and differences between practice and research-focused programs were explained as well as the potential benefits of the degree for health care and for nursing education. The author describes several of the issues that were taken into consideration in the development of the AACN position on the practice doctorate which included the scope of the degree, the recommendations in regard to the structure of the curricula and content areas and that is to be taught behind the DNP program, and the controversial decision to recommend that the DNP be required as the credential for advanced nursing practice. If the excitement, interest and the number of institutions moving ahead to develop DNP programs are valid implies, then the practice-focused doctorate in nursing is an idea in which he argues, is a time that has arrived. This article is significant to my research because it touches on the conditions that must be discussed in order for the implementation to take place and also offers recommendations for moving forward with this proposal. Since this idea has the entire nursing profession debating back and forth on this idea then this seeks to prove that the time for the DNP program to be in-fact put into perspective due to the interest it has sparked.

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Mundinger, M. (2005). Who's who in nursing: bringing clarity to the doctor of nursing practice. Nursing Outlook, 53(4), 173-176. Mary Mundinger, Dean and Centennial Professor of Health at Columbia University School of Nursing, addresses the practice of advanced nurses across the country and how the many factors such has the growing complexity and vitality of care, the aging of the US population, and the shortage of primary care physicians all contribute to the need for increased knowledge and practice competency. The author claims that “a formal and standardized educational process leading to a doctoral degree is essential for quality assurance, to clarify and validate authority/responsibility, and to recognize and identify these practitioners” (p. 173). The Doctor of Nursing Practice (DNP) degree will put into perspective of the knowledge and skills necessary for the scope of clinical nursing practice. This article is relevant to my search because it dignifies the importance and positive effects the DNP poses over the future of advanced nurse practices and to the healthcare system as a whole. Mundinger, M., Cook, S., Lenz, E., Piacentini, K., Auerhahn, C., & Smith, J. (2000). Assuring quality and access in advanced practice nursing: a challenge to nurse educators. Journal Of Professional Nursing, 16(6), 322-329. Mary O. Mundinger, DRPH, RN, FAAN, Sarah Sheets Cook, Med, RN, Elizabeth R. Lenz, PhD, RN, FAAN, Karen Piacentini, MBA, Carolyn Auerhahn, EDD, RN, And Jennifer Smith, MBA, RN who are all deans or associate deans at Columbia University in New York seek to discuss how as “primary care providers and a public seeking higher

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quality, cost-effective care, advanced practice nurses will be measured not only by their comparative value in delivering conventional primary care, but also by the uniqueness of their contributions to health outcomes” (p. 322). These additional skills in which they argue, pertain to nursing practice at all levels which include health education, disease prevention, health promotion, community resource access, and partnerships with patients. Government, private payors, and national and state regulators all authorize increasingly independent practice by advanced practice nurses. The authors also discuss that these add-on roles of advanced practice nurses primary care should match their title and certification that is to be distinctive to that level of practice. They argue that a Doctor of Nursing Practice (DNP) degree would signal to the public that nurses at their highest practice competence are at the same level as other health professionals holding doctorates. This article is relevant to my research because it discusses that the scope of practice for advanced practicing nurses should be distinctive only to advanced practicing nurses and that it should not be correlated with any other healthcare profession that upholds to the doctorate degree of education. The new potential innovation address many questions and concerns that new and perspective nursing professionals should take into consideration if this idea were to become permanent. O'Sullivan, A., Carter, M., Marion, L., Pohl, J., & Werner, K. (2005). Moving forward together: the practice doctorate in nursing. Online Journal Of Issues In Nursing, 10(3). In this article, the authors who are all experts in this field and who have obtained an PhD in nursing shifts the focus of deciding if establishing the practice of a doctorate degree

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would have an negative or positive outlook on the dynamics of nursing, but rather takes an innovative approach that seeks to ensure the quality of nursing educational programs as a whole. The author’s put an emphasis on the changing educational system for nurses that will accommodate the movement of an advanced and diverse healthcare system and that will facilitate a more in-depth scope of practice for nurse practitioners. Nurse practitioner primary objective focused on prevention of diseases and delivering quality healthcare to a wide-range of people, but researchers are trying to slightly change this aspect to include informatics, more knowledge, leadership, and a business outlook on the demanding healthcare system as a unit. Integrating this newly implementation of a doctorate degree and determining how to propel this phenomenon forward into educational programs are what researchers are trying to establish as well. This article is especially significant in my discussion of an implementation of a doctorate degree into the practice of nurse practitioners because it shifts the focus of figuring out an answer to the debate of whether or not this aspect holds a negative or positive effect on the future of nurse practitioners, but researchers instead are far more interested in determining ways to include the practice doctorate into the quality of nursing educational programs as well as look for ways in which these programs can move along with the continuously and growing dynamics of the health care system. Sperhac, A., & Clinton, P. (2008). Doctorate of nursing practice: blueprint for excellence. Journal Of Pediatric Healthcare, 22(3), 146-151. Arlene M. Sperhac PhD, NP, FAAN and Patricia Clinton PhD, NP, FAANP professors at Rush University and University of Iowa speaks on the DNP curriculum and

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what the main objectives which are “content on leadership, management, and other topics that are needed to address some of the issues in the health care system that are not typically included in most master of science in nursing curricula, as well as additional essential content and nurse practitioner competencies” (p. 146). As pediatric nurse practitioners and other advanced practice nurses go forward in their careers, the DNP may have an impact on their role. In this article, the authors provide a background of the DNP movement, changes in advanced practice nursing education, and the concerns of currently practicing pediatric nurse practitioners prepared at the master's level. The importance of this scholarly article outlines the educational curriculum that the DNP program contains and how advanced practices nurse, specifically those specializing in pediatrics may be directly impacted on the idea of the new innovation. Due to the fact that I am highly considering specializing in pediatrics, I must assess my future standing in relation to clinical expertise, leadership, and knowledge base before considering future career goals. Swanson, M. L., & Stanton, M. P. (2013). Chief Nursing Officers' Perceptions of the Doctorate of Nursing Practice Degree. Nursing Forum, 48(1), 35-44. Michelle L. Swanson, DNP, MSN, RN, ACM, Director of Hospitalist Services, Community Health Systems, Franklin, TN; and Marietta P. Stanton, PhD, RN, C, NEABC, CMAC, CCM, CNL, a Nursing Professor, Capstone College of Nursing, University of Alabama, Tuscaloosa, AL evaluates Chief Nursing Officer’s Perception of the DNP degree. Swanson and Stanton utilized an online survey to obtain perception on the appropriateness of the DNP program in relation to a research/business practice setting

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and its relevance to the daily nursing operation management and they find that they are many perceptions on the DNP program innovation where those nurses who have tenure responded more positively that the DNP program would provide them with the knowledge content appropriate for nursing practice. Overall, according to the researchers, “Practicing CNOs in the acute care setting do perceive the DNP as an appropriate degree option for nurse executive roles at aggregate, system, and organizational levels” (p. 35). This article is relevant to my research because researchers were able to take into consideration the thoughts and ideas of those already practicing in the field. This is useful to because it would allow me to formulate my own thoughts and opinions on my intake on this potential required credential. Wall, B., Novak, J., & Wilkerson, S. (2005). Doctor of Nursing Practice program development: reengineering health care. Journal Of Nursing Education, 44(9), 396-403. Dr. Wall, an Assistant Professor and Interim Director of Graduate Studies in Nursing and Dr. Novak, a Professor and Associate Dean of the College of Pharmacy, Nursing, and Health Sciences, and Head of the School of Nursing, and Dr. Wilkerson, Associate Professor and Director of Doctoral Program Development, Purdue University School of Nursing in West Lafayette, Indiana discuss in this article, the developmental process of a Doctor of Nursing Practice (DNP) program that uses resources to create unique DNP curriculum opportunities. Other schools, they suggest may benefit from this experience in the development of their own DNP programs. The authors state, “The program delivers an innovative curriculum from post-baccalaureate to doctorate, emphasizing health care engineering and interdisciplinary collaboration among faculty, hospitals, community

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leaders, and policymakers, policy residency, and cognate residencies in an area of specialization” (p. 396). The seven core competencies recommended by the American Association of Colleges of Nursing are incorporated into the curriculum. This article is relevant to my research because it demonstrates the educational aspect of the potential idea and the associated curriculum that stands behind the DNP program. Emphasis is placed on what the curricula’s objectives are and that these are the main focuses that other nursing institutions should put into perspective as they create DNP programs for new and prospective advanced nurses to follow. Webber, P. (2008). The Doctor of Nursing Practice degree and research: are we making an epistemological mistake?. Journal Of Nursing Education, 47(10), 466-472. Dr. Webber, a Professor in Nursing at Shenandoah University in Winchester, Virginia discusses the literature about whether Doctor of Nursing Practice (DNP) curricula should prepare students to be principle investigators of research or whether this skill should be left to other doctorally prepared nurses such as a PhD. Currently, Dr. Webber argues that nurse practitioners have to rely on medical research to their practice due to a lack of research and researchers which correlates to the shortage in DNP prepared nurses. She also argues that “Nurse practitioners run the risk of adopting practice values of medicine rather than those unique to this specialty. Despite this risk, several national organizations have recommended that DNP programs not prepare graduates to be principle investigators” (466). This decision in which the authors oppose, poses several levels of concern, including failure to analyze the adequacy of our current approach to research, and the effects of the downhill doctoral faculty shortage.

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This article outlines its significance to my research in that it explains why the proposed DNP required credential is detrimental to the future of advanced nursing practice and explains why new and current nurse practitioners should not be the driving force behind medical research suggesting that researched-based practice should be left to those on a PhD level. This proves that are there are many debates on this controversial topic and many different expertise all pose different concerns and challenges.