Changing Nursing Practice through Doctoral Education
Linda Rounds
University of Texas-Medical Branch
Dr. Rounds is currently professor and Doctor of Nursing Practice Program Director in the School of Nursing at the University of Texas Medical Branch in Galveston, Texas. She has previously developed and served as coordinator for several primary care nurse practitioner programs at UTMB. In her teaching role, she has been an innovator in the development of online education for nurse practitioners. She has also been a curriculum consultant to nurse practitioner programs in the U.S. and England. She is active in policy efforts related to nurse practitioner practice and served for 12 years on the Texas Board of Nursing with eleven as president. She has been recognized for her achievements in education and policy with both state and national awards.
Abstract
Background Though nearly 10 years old, the doctor of nursing practice (DNP) degree in the U.S. remains innovative with goals of creating a single, terminal practice degree and offering nurses the knowledge needed to transform... [ view full abstract ]
Background
Though nearly 10 years old, the doctor of nursing practice (DNP) degree in the U.S. remains innovative with goals of creating a single, terminal practice degree and offering nurses the knowledge needed to transform health care and nursing practice. Despite initial skepticism regarding its value, curriculum, expected outcomes, and clinical areas of focus, there are sound examples of how DNP education has successfully changed clinical practice.
Aim and Objectives
The aim of this presentation is to share the experience of one DNP program in preparing innovative nurse leaders capable of changing practice, collaborating with other disciplines, and affecting health care for vulnerable populations. Objectives include: 1) broadly define nursing practice, and 2) describe examples of DNP scholarly work that changes practice.
Description of Innovation
By broadly defining clinical practice to include leadership, healthcare policy, economics, informatics, and other less typical clinical experiences, students gain knowledge and experience in how health care can be changed at systems levels. Mentored by clinical experts and professors, students use this knowledge to implement a scholarly project demonstrating the value of this education to students and clinical agencies.
Impact of Innovation
Students who have participated in this program and earned a terminal practice degree have changed practice in their institutions. Examples include standardizing risk assessment for falls in elderly patients across clinics at one institution, improving completion of documents stating end-of-life treatment preferences, changing clinic scheduling processes to decrease missed appointments, and reducing the number of antibiotics prescribed for urinary symptoms in elderly patients. These innovations improve the quality of patient care and reduce costs.
Conclusions
To achieve a level of practice that is evidence-based and relevant to quality patient care, the profession needs doctorally prepared nurses who view practice differently and can improve healthcare through practice change.
Authors
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Linda Rounds
(University of Texas-Medical Branch)
Topic Area
Innovations in research methodology, education or clinical practice
Session
PD-2 » Practice Development 2 (14:00 - Thursday, 5th November, Seminar Room 0.30)
Presentation Files
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