¶ … Dissemination The student in a Doctorate of Nursing (DNP) program has an obligation to get permission when launching a scholarly research project; and the student also has a responsibility to disseminate that research once it is completed. This paper delves into those aspects of research -- and others -- for the DNP student.

DNP Competencies for Clinical Scholarship - Background

In the Journal of the American Association of Nurse Practitioners (Buchholz, et al., 2013), the authors explain that a nursing student getting an advanced degree must have a "fundamental and strong understanding of research design and interpretation." However, though evidence-based research translation is "essential" to the DNP student, there is no consensus as to the skill levels required to conduct the required research (Buchholz, 473). Given that the Doctor of Nursing is a "new nursing role," and there are still requirements to be worked out, the importance of the DNP program (and the skills students obtain learning to do empirical research), it is impressive that the programs have grown so quickly. In 2006 there were just 20 DNP programs in the U.S.; but by 2013 there were 180 DNP programs (Buchholz, 474).

The DNP scholar is wholly accountable as a clinical leader to " ... translate research to unique clinical settings and populations"; and those settings include implementing "interventions, evaluating outcomes, and integrating best practices" that are verifiable vis-a-vis research (Buchholz, 474). Moreover, the DNP scholar must proceed with his or her research through totally independent and uniquely original research, which should: "describe, explain, predict, and ultimately control phenomena" that relates to nursing (Buchholz, 475).

Buchholz makes clear that the DNP student nurse has a different focus from the PhD-prepared nurse. And while certain "essential skills" are needed for any doctorally prepared nurse, for the DNP nursing student, the goal is more towards " ... the knowledge application" -- which calls for a "mastery of a significant body of research" (Buchholz, 475). The foundation for that research expected (and required) of the DNP student nurse entails: a) appraisal; b) research synthesis; c) translation; and d) integration (Buchholz, 475).

Moreover, DNP students are expected to begin with a "calculated search strategy"; this means being comfortable with key words, how to employ Boolean operators, and familiarization with data bases, which is necessary when doing literature searches, Buchholz explains (476).

Speaking of the literature searches, Buchholz points out that a DNP student must learn to seamlessly "decipher several components": a) the literature must be verified as fully accurate and accountable; b) the literature must be from "a high-quality source and an original citation; c) the research used in studies must be absolutely relevant, and must be of value to the "broader stakeholders involved; and d) the research embraced by the DNP student must be "applicable to the clinical question" (Buchholz, 476).

In Buchholz' conclusion, the author notes that a curriculum committee generally describes the amount of research and what statistical base is going to be required by the DNP student; the scholar needs to have a good handle on quantitative and qualitative approaches to research (479).

Discuss the obligation of a DNP student to disseminate scholarly work

The obligation to disseminate the scholarly work conducted while in the DNP program is the result of details worked out by The American Association of Colleges of Nursing (AACN). As a way of understanding this program, the AACN has produced a "DNP Fact Sheet" which -- after three years of " ... research and consensus-building by an AACN task force" -- specifically lays out the requirements for students in DNP programs. The DNP curricula is build on the more traditional master's programs currently in existence; they are based on "evidence-based practice, quality improvement, and systems leadership" (Rosseter, 2015).

The factors that are "building momentum" for new innovations in nursing education at the graduate level include the following (Rosseter): the quick expansion of the medical knowledge that underlies nursing practice; the "increased complexity of patient care"; concerns that are expressed nationwide vis-a-vis about patient safety and the basic quality of healthcare; the ongoing nationwide shortage of nurses which in turn calls for a "higher level of preparation for leaders who can design and assess care"; a shortage of faculty members qualified to teach student nurses; and a sense that there are increasing / growing expectations related to preparing talent in healthcare fields (Rosseter).

The economics involved in getting a DNP degree, and learning the research techniques that are part of the DNP degree, are positive: the salary for an average nurse having passed the DNP program is $8,576 more than a nurse that has only obtained a master's degree (Rosseter).
What is the source of the duty / obligation?

The source of the obligation to share research findings is the American Association of Colleges of Nursing. On page 2 of the "Report from the Task Force on the Implementation of the DNP," the report states that the DNP knowledge production is " ... measured according to its contribution to improved outcomes rather than its contribution to generalizable knowledge" (AACN, 2015). The skills that DNP graduates have developed should be used to "create and sustain change at the organization and systems levels"; and how would these skills through research be helpful to others in the healthcare field if the products of research were not shared?

There must be clarification by the nursing profession of what the final product of DNP students' research will provide for patients and for the field of nursing. The "scope of the final scholarly project"; the level of how the project's findings are implemented; the degree to which DNP students collaborate with others; the degree of faculty mentorship and oversight; and the critically important dissemination of the findings; are all pivotal to the ultimate success of the research that is required by DNP students (AACN, p. 3).

Some guidelines as to the actual research product are provided by AACN: a) focus on a change in healthcare outcomes; b) focus on a certain population; c) make sure the focus is based on an appropriate area of practice; d) the research must reflect on how the suggestions or ideas can be sustainable; e) projects should have findings that can be evaluated; and f) a foundation for " ... future practice scholarship" must be provided (AACN, p. 4).

The Dissemination of a student's DNP project

When the project is completed by the DNP student -- who is expected to have been in collaboration with a team, with a faculty member as advisor -- it should clearly be stated that there was a specific purpose. That purpose should dovetail with the " ... planning, implementation, and evaluation components of the project" (AACN, p. 5). It is "essential" that all projects should be disseminated, but it may not always be in the same form.

What lay or professional venue might you disseminate findings of the scholarly work?

The scholarly product might be valuable in a number of settings and venues. This is a list provided by AACN: a) the research should be published in a peer-reviewed print journal (that may also be an online journal); after all, if the DNP student is required to provide scholarship, then only a peer-reviewed publication makes sense; and prior to sending the research project off to a journal, it has to be "carefully" evaluated and edited by a qualified faculty member; b) it could be presented as a poster or from a podium; c) the executive summary (either in written form or verbally) should be submitted to "stakeholders and/or the practice site organizational leadership"; d) it could be presented via a webinar or by video through YouTube; e) alternatively, the research could be published in a "non-refereed lay publication"; f) an oral presentation in a public venue is also a possibility; g) a PowerPoint presentation or a "digital poster" is acceptable; and h) a student portfolio, however, not acceptable as a valid DNP project; that is only viewed as a "tool to document and evaluate professional development and learning" (AACN, p. 19).

Beyond the above-mentioned places and strategies, a cohort of students could and in some cases should collaborate with departments within the university to assure the effective and efficient use of the resources. There may be courses at the university where the DNP program…