Doctor of nursing practice programs: Opportunities for faculty development

Juliann G. Sebastian, Connie White Delaney

Research output: Contribution to journalArticle

10 Scopus citations

Abstract

This article examines development opportunities for faculty teaching in Doctor of Nursing Practice (DNP) programs. Although faculty development for DNP programs is similar to that of other academic programs, faculty may need different strategies for teaching, scholarship, and service because DNP programs focus on translation of science into practice, systems-level changes, clinical scholarship, and the highest levels of advanced nursing practice. Faculty and student collaboration across DNP and PhD programs provide new approaches for translating research into practice and generating practice questions in need of further scientific development. Specific faculty development strategies for facilitating this collaboration are essential. Capstone projects pose special opportunities for faculty development due to the integration of these projects within diverse practice environments, with differing expectations, regulations, and pacing compared with research. Linking new care delivery models with health informatics is expected to facilitate rapid translation of research and development of improvements in practice.

Original languageEnglish (US)
Pages (from-to)453-461
Number of pages9
JournalJournal of Nursing Education
Volume52
Issue number8
DOIs
StatePublished - Aug 1 2013

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