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Department of NursingGraduate Program
New Program ProposalDoctorate in Nursing Practice Program
(i) Rationale for the Doctorate in Nursing Practice Program
The Doctorate of Nursing Practice (DNP) degree prepares graduates to provide the most advanced
level of nursing care for individuals, families, groups, and communities. This includes the direct
care of individual patients, management of care for individuals and populations, administration of
nursing systems, and the development and implementation of health policy. Similar to other
disciplines, doctoral programs in nursing can be categorized into two distinct types: research-
focused and practice-focused. The DNP is a practice-focused program and therefore analogous to
professional degrees offered in other disciplines including entry-level degrees [e.g. the Doctor of
Medicine (MD), Doctor of Dental Surgery (DDS), and the Doctor of Pharmacy (PharmD)], and
those that offer advanced degrees (e.g., the Doctor of Psychology or PsyD).
The proposed DNP program provides registered nurses (RN) and master’s prepared nurse
practitioners with the advanced knowledge and clinical skills to serve as change agents through
system redesign and evidence based decision making within a variety of clinical, academic, and
other organizational settings. Graduates will be providing health care services in primary,
secondary, and tertiary settings in primarily rural, medically underserved communities with the
capability of practicing across clinical settings. The proposed program consists of two tracks, an
MSN to DNP and a BSN to DNP. The patient population focus for the advanced nursing practice
component of the program consists of families and individuals across the lifespan [Family Nurse
Practitioner, (FNP)]. Courses will be delivered on a part-time basis, using a combination of on-
campus and online (hybrid) methods. Clinical internship hours may be completed in the student’s
community with an approved preceptor.
In addition to the advanced nursing practice component, students will take elective courses in
nursing education. The nursing education emphasis will provide the necessary means and
preparation to enable graduates to function as nurse educators. The proposed DNP program
fulfills a local, regional, and national need for doctorally prepared advanced practice nurses. Our
program was designed to be in full compliance with professional standards for the practice
doctorate as set forth by the American Association of Colleges of Nursing (AACN, 2006). The
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AACN is considered to be the national voice for baccalaureate and higher-degree nursing
education programs and has recommended that all master’s in nursing programs transition to the
Doctorate of Nursing Practice by 2015. The AACN developed this position after an intensive
study of the health care system based on an analysis of findings and recommendations from many
national groups. Results from the analysis indicated that the nursing profession’s current practice
of preparing advanced practice nurses in master’s degree programs is no longer adequate based
upon the growing complexity of health care compounded by an escalating demand for services,
burgeoning growth in scientific knowledge, and increasing sophistication in technology.
The need for transformation in healthcare delivery has been supported by several national studies
including the November 1999 report by the Institute of Medicine (IOM) on medication errors; To
Err is Human: Building a Safer Health System. This report, extrapolating data from two previous
studies, estimated that somewhere between 44,000 and 98,000 Americans die each year as a
result of errors in health care. These numbers, even at the lower levels, exceed the number of
people that die each year from motor vehicle accidents, breast cancer, or AIDS. The national
costs of preventable adverse healthcare events (injury and errors) were estimated to be between
$17 billion and $29 billion, of which health care costs represented over one-half. The IOM report
focused on the fragmented nature of the healthcare system and the context in which health care is
provided as being major contributors to the high and inexcusable error rate that compromises
patient safety. To combat this problem, a focus of DNP programs is to educate nurses who are
able to effect systems level change to improve patient care outcomes.
Other IOM reports also support the need for the DNP. The report, Crossing the
Quality Chasm (2001), stresses that our health care system as it is currently structured does not
make the best use of resources. Changing demographics in our country including the increase in
the numbers of elderly and development of new services and technologies have contributed to
increasing costs. Waste of resources, however, is a significant problem. One of the
recommendations in the report calls for all health care organizations and professional groups to
promote health care that is safe, effective, client-centered, timely, efficient, and equitable (p.6). In
a follow-up report, Health Professions Education: A Bridge to Quality (2003a), the IOM
Committee on Health Professions Education stated that “All health professionals should be
educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing
evidence-based practice, quality improvement approaches, and informatics” (p.3). DNP programs
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are a direct outcome of nursing’s plan to address the IOM challenges. Nurses prepared in practice
doctoral programs have a blend of advanced practice (clinical), advanced inquiry, organizational,
economic, and leadership skills to enable them to critique nursing and other clinical scientific
findings and design programs of care delivery that are locally acceptable, economically feasible,
and have significant impact on health care outcomes.
In a more recent report, The Future of Nursing: Leading Change, Advancing Health (2010), the
IOM and the Robert Wood Johnson Foundation (RWJF) provided recommendations for the
future of nursing. These recommendations included enabling nurses to practice to the full extent
of their education, providing seamless academic progression so that nurses can achieve higher
levels of education and training, encouraging nurses to be full partners with physicians and other
health care providers in redesigning health care in the U.S., and improving the infrastructure for
collecting and analyzing workforce data. In this report, the committee strongly suggested that
nurses obtain the highest levels of education, consistent with the DNP, with competencies in
leadership, health policy, system improvement, research, and evidence based practice to ensure
that patients receive safe, high-quality care across settings.
During the past three decades, the doctorate has become firmly established as the terminal degree
in nursing. As doctoral programs developed, priority was placed on research focused education
that would lay the groundwork for knowledge development in the nursing profession.
Tremendous strides have been made in the development of nursing science because of PhD
programs. Unfortunately, according to the Agency on Healthcare Research and Quality (AHRQ,
2005) it can take up to 20 years for new knowledge to be integrated into practice. This agency
calls for the preparation of a nursing professional that has the capacity to evaluate new knowledge
and apply this new knowledge to improve health care outcomes and develop new systems of care.
The nurse prepared in a DNP program is a valuable counterpart to the nurse prepared in a PhD
program in nursing. While the PhD prepared nurse conducts research to provide new knowledge,
the DNP prepared nurse focuses on developing systems of care based on research utilization.
DNP graduates are experts in designing, implementing, managing, and evaluating health care
delivery systems and patient populations. DNP graduates are prepared to lead at the highest
practice and executive ranks in nursing.
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Nursing Shortages
There is a current shortage of all types of registered and advanced practice nurses including an
acute shortage of doctorally prepared nurses. Although the economic recession has eased the
nursing shortage temporarily, the number of nurses needed is still expected to grow to 260,000 by
2025 and workforce analysts continue to predict significant nursing shortages (AACN, 2010). In
addition, current nursing faculty shortages have led to reductions in student admissions to nursing
programs, thus furthering nursing shortages in the service sector. The AACN reports that 54,000
qualified applicants to baccalaureate and graduate nursing programs were denied admission in
2009, including more than 9,500 applicants to master’s and doctoral degree programs. Faculty
shortages were identified as the primary barrier to accepting qualified students with contributing
factors consisting of budget constraints, aging faculty, and increasing job competition from
clinical sites. AACN data shows a national nurse faculty vacancy rate of 6.6 % with most faculty
vacancy positions (90.6%) requiring a doctoral degree. Of the three million nurses in the U.S.,
fewer than one percent have a doctoral degree, and just over ten percent hold a master’s degree in
nursing. The proposed DNP program will facilitate the preparation of more doctorally prepared
nurses and thereby increase the numbers of well prepared professional nurses to assume
leadership positions in health care and in nursing education.
Physician Shortages
According to a recent report on physician supply and demand estimates by the U.S. Department
of Health and Human Services (HHS, 2006), physician supply is estimated to increase from
817,000 active physicians in 2005 to approximately 952,000 active physicians by 2020. However,
during this same time-frame there will be a 22% increase in demand for physician services which
has led experts to conclude that the physician to population ratio will decline. This growth in
demand is primarily contributed to a rapidly aging patient population with the highest areas of
demand being in primary care, cardiology, internal medicine, and surgical specialties. In addition
to demands associated with providing care for an aging population, the need for more primary
and preventive care will place a large burden on physicians, making it more challenging to meet
the needs of their patients. In spite of the increased demand for primary care providers, a recent
study by JAMA (2008) found that only two percent of fourth-year medical students plan to work
in primary care after graduation, despite the need for a 40% increase in the number of primary
care physicians in the U.S. by 2020. For these reasons, the HHS is predicting that advanced
practice nurses will be needed to fill this void in the healthcare system.
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Goals/ Objectives/ Competencies
The DNP program objectives were developed from and reflect the mission and philosophy of the
nursing department. The program is congruent with national standards for graduate level and
advanced practice nursing education and is consistent with nationally recognized specialty
competencies. Students must successfully attain graduate program objectives and clinical
competencies of the DNP program prior to graduation. Consistent with the AACNs (2006)
specifications for practice doctoral programs in nursing, the goals of the program are as follows:
1. Synthesize knowledge from nursing and other disciplines to provide
holistic and culturally competent care.
2. Apply critical thinking and evidence-based models of care to
improve health care delivery and patient care outcomes.
3. Utilize leadership strategies that foster professional role
development.
4. Integrate the principles of effective communication when using
written, verbal, nonverbal and information technology modes in
advanced practice roles.
5. Demonstrate a commitment to the professional values and
standards of advanced practice nursing.
6. Acquire a foundation for and affirm the value of further education
and professional development.
7. Critically evaluate and apply research findings to promote best practice.
In 2006, the AACN developed the DNP Essentials, a national, consensus-based document that
delineates eight essential competencies that must be attained by all DNP graduates. The DNP
Essentials establishes the standards for education programs and the expectations of DNP
graduates. These essentials have been incorporated into the proposed DNP curriculum and are
listed as follows:
Essential 1: Scientific Underpinnings for Practice
Essential II: Organizational and Systems Leadership for Quality Improvement and
Systems Thinking
Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based
Practice
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Essential IV: Information Systems/Technology and Patient Care Technology for the
Improvement and Transformation of Health Care
Essential V: Health Care Policy for Advocacy in Health Care
Essential VI: Interprofessional Collaboration for Improving Patient and Population
Health Outcomes
Essential VII: Clinical Prevention and Population Health for Improving the Nation’s
Health
Essential VIII: Advanced Nursing Practice
The National Organization of Nurse Practitioner Faculties (NONPF, 2006), has also identified
nine entry-level DNP core competency areas. These clinical competencies have been incorporated
into the proposed DNP curriculum and upon graduation, students are expected to demonstrate
competencies from the following domains:
1. Independent Practice
2. Scientific Foundation
3. Leadership
4. Quality
5. Practice Inquiry
6. Technology and Information Literacy
7. Policy
8. Health Delivery System
9. Ethics
In addition to the above competencies, advanced practice nurses are required to meet national
specialty competencies that are specific to the patient population focus area of practice (U.S.
Department of Health and Human Services, 2002). The patient population focus for the proposed
DNP program will consist of families and individuals across the lifespan. These patient
population focused specialty competencies have been incorporated into the proposed DNP
curriculum and students are expected to have met them upon graduation. They are listed as
follows:
1. Health Promotion, Health Protection, Disease Prevention, and Treatment
2. Nurse Practitioner-Patient Relationship
3. Teaching-Coaching Function
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4. Professional Role
5. Managing and Negotiating Health Care Delivery Systems
6. Monitoring and Ensuring the Quality of Health Care Practice
7. Cultural Competence
Upon successful completion of the program, graduates will be eligible to sit for the American
Nurses Credential Center (ANCC) or the American Academy of Nurse Practitioners (AANP)
national certification examination. Successful completion of the certification examination is
required in Michigan and in most other states to practice as an APN. Eligibility criteria include
the following:
● Hold a current, active registered nurse (RN) license in the U.S.
● Hold a master’s, post-master’s, or doctorate from a nursing graduate program
accredited by the Commission on Collegiate Nursing Education (CCNE) or the
National League for Nursing Accrediting Commission (NLNAC).
● Complete a minimum of 500 faculty-supervised clinical hours.
● Complete course work that includes content in advanced health assessment, advanced
pharmacology, advanced pathophysiology, health promotion and disease prevention
and differential diagnosis and disease management (ANCC, 2008; NTF, 2008).
How Does the Program Fit with the Department Statement of Mission?
The primary mission of the school of nursing is to educate nurses who are caring and competent
to practice in a global community. The primary mission of the graduate program is the
preparation of advanced practice nurses who are caring, competent, and qualified to assume
leadership roles in constantly changing practice environments and with diverse populations. The
purposes of the Doctorate in Nursing Practice program are:
To prepare baccalaureate and master’s prepared nurses to assume leadership roles in
the community and to function as positive change agents in the transformation of
health care.
To prepare baccalaureate and master’s prepared nurses to critically appraise and
translate research evidence into practice.
To prepare baccalaureate and master’s prepared nurses with advanced practice
nursing skills that will enable the graduate to positively influence health outcomes for
diverse populations in rural settings.
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(ii) Job Opportunities
Employment for DNP Practice Graduates
The proposed DNP program is intended to meet the market demands for highly skilled
professional nurses in local, state, regional, and national markets. It is especially important to
offer a DNP program to ensure adequate numbers of advanced practice nurses for the future as
the profession transitions to the DNP degree by 2015. Currently, there are 133 existing practice
doctoral programs in nursing in the nation and findings from a recent AACN (2010) survey
indicated that 71. 9% of schools polled (388 schools) with advanced practice nursing programs
are either offering or planning to offer a DNP program. In lower Michigan, there are currently
five DNP programs.
Many different types of employment opportunities exist for graduates of DNP programs.
Graduates of DNP programs are assuming positions with the following job titles: Vice President
for Nursing and Clinical Services, Program Director, Vice President for Patient Care, Chief
Executive Officer, Health Officer, Commissioner of Health, Quality Improvement Director,
Clinical Information Technology Specialist, Direct Care Clinician, and Faculty Member. It is
expected that graduates from the proposed DNP program will assume a variety of high level
responsible positions in health care as well.
The Bureau of Labor Statistics (2009) reports that current and future job opportunities for
advanced practice nurses is excellent due to increasing demands for individuals who can provide
low-cost primary care healthcare services in medically underserved areas such as inner cities and
rural areas. The explosion of walk-in retail health clinics is one of several significant moves to
reform U.S. healthcare by business and other groups outside the traditional medical industry.
Advanced practice nurses, who often run these clinics, provide basic healthcare for patients,
whether insured or uninsured, at a low cost. Walk-in clinics have been set up in some of the
largest drugstore and retail groups, including Wal-Mart, Target, CVS, Rite-Aid and Walgreens.
The industry is expected to reach 5,000-10,000 retail clinics in the next few years. (Nurse
Practitioner World, 2008; Pearson Report, 2008).
The AACN (2009) has indicated that there are also numerous current and future job opportunities
for nurse educators. According to a Special Survey on Vacant Faculty Positions, released by
AACN in August 2009, a total of 803 faculty vacancies were identified in a survey of 554 nursing
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schools with baccalaureate and/or graduate programs across the country. Of the total number of
vacancies, 90.6% were faculty positions requiring a doctoral degree. The top reasons cited by
schools having difficulty finding faculty were non-competive salaries, compared to positions in
the practice arena (32.2%) and a limited pool of doctorally-prepared faculty (30.3%).
National Supply and Demand Projections for Nurses
Although some recent studies have indicated that the shortage of nurses in the U.S. has been
temporarily reduced due to the economic recession, the shortage is still expected to reach over 1
million by the year 2020. However, despite the consensus that a shortage of all types of registered
nurses, including advanced practice nurses, exists and that the shortage is continuing to escalate
each year, there is little specific data about advanced practice nurses as a whole. Therefore, the
ability to make predictions about the number of job openings in the future for advanced practice
nurses is hindered by these limitations and lack of available data.
A number of different methods have been used by policy makers to estimate supply and demand
for nurses. The most commonly held assumption is that the need for nurses with advanced
degrees is responsive to the same population trends that influence the demand for all registered
nurses. Thus, the percent short each year for all registered nurses is projected to be the same as
the percent of shortage for advanced practice nurses (AACN, 2006). This is a conservative
estimate because the percent of shortage of advanced practice nurses is higher than for the general
nursing population. The Pew Commission supports doubling the number of advanced practice
nurses to meet the needs of underserved populations particularly in rural areas. The table below
provides nationwide data about supply and demand projections for full-time registered nurses.
Supply versus Demand Projections for Full-Time Registered Nurses
Year 2000 2005 2010 2015 2020
Supply 1,890,700 1,942,500 1,941,200 1,886,100 1,808,000
Demand 2,001,500 2,161,300 2,347,000 2,569,800 2,824,900
Shortage -110,800 -218,800 -405,800 -683,700 -1,016,900
Percent -6% -10% -17% -27% -36%
Bureau of Health Professions (2004)
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Job Opportunities in Michigan
Due to the national and statewide nursing shortage, it is anticipated that there will be ample job
opportunities for DNPs. There are currently a total of 152,926 licensed nurses in Michigan. Of
these, an estimated 93,657 are registered nurses and 20,700 are licensed practical nurses
(Michigan Center for Nursing, 2009). In order to estimate future projections for the expected
shortage of nurses, the Michigan Center for Nursing compared the number of nurses who
reported that they had planned to stop practicing nursing within the next five to ten years to the
number of nursing school graduates anticipated to enter the workforce within that same time-
frame. The table below outlines the supply and demand projections for full and part-time
registered nurses in Michigan.
Supply versus Demand Projections for Full and Part-Time Registered Nurses in Michigan
Year 2013 2018
Supply 15, 615 15, 615
Demand 10, 319 16, 575
Shortage +5, 296 -960
Michigan Center for Nursing (2009)
Local Job Openings
The Upper Peninsula of Michigan is primarily a rural, medically underserved area with a number
of healthcare agencies that employ advanced practice nurses. The school of nursing first offered a
family nurse practitioner program in 1994, and since that time, results from alumni surveys
indicated that of the 125 students who have graduated, all obtained employment shortly after
graduation. The majority of graduates are currently employed and residing in the Upper
Peninsula. Since the majority of advanced practice nurses have traditionally easily obtained local
employment, it then follows that the same trend will likely continue with doctorally prepared
advanced practice nurses. Local agencies where graduates have obtained employment consist of
the following: (a) Marquette General Health System, (b) St. Francis Hospital, (c) Aspirus
Keweenaw Health System, (d) War Memorial Hospital, (e) Dickinson County Hospital, (f) Bellin
Hospital, (g) Physician’s offices, (h) Walk-in clinics, (i) VA Medical clinics, (j) Tribal Health, (k)
Community clinics, (l) Planned Parenthood, (m) Health Departments, (n) Bell Hospital, (o) Helen
Newberry Joy, (p) Mackinac Straits Health System, and (q) others.
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(iii) Are there any related programs either in your department or elsewhere in the University?
The proposed Doctorate in Nursing Practice will be the first Doctoral level program offered at
Northern Michigan University. Currently, there are no related programs in our department or in
the university.
(iv) How does this program compare to other professional programs that exist in the nation,
state, or region?
According to the AACN (2011), there are currently 134 DNP programs throughout the nation and
an additional 161 institutions are considering transitioning to a DNP. For a complete list of the
institutions offering DNP programs, visit the AACN Website at:
http://www.aacn.nche.edu/DNP/dnpprogramlist.htm.
The proposed DNP program consists of 77 credits of coursework for the BSN to DNP and 50
credits for the MSN to DNP. The BSN to DNP and the MSN to DNP tracks will be part-time.
Masters students will be required to take 50 credits of coursework in addition to 1000 hours of
academic clinical experience. Academic clinical experience is understood as clinical hours that
have taken place within the context of one’s academic preparation. The BSN to DNP track will
take four years to complete and the MSN to DNP track will take 3 years to complete. A
comparison between the total number of credits in our BSN and MSN to DNP programs was
found to be comparable to other similar programs in Michigan.
In Michigan, the following universities offer a DNP program: (a) Grand Valley State University,
(b) University of Michigan-Flint, (c) Oakland University, (d) Madonna University, and (e)
Wayne State University. All of the programs are either completely offered online or as a blended
(hybrid) format. Three of the universities offer a BSN-DNP and the credits for those programs
range from 78-87. There were no DNP programs identified within the Upper Peninsula of
Michigan. All of the universities listed above offer a MSN to DNP program and the total credits
range from 32-79. The variation in credits is evident because some universities in Michigan have
not traditionally offered clinical internship courses. However, the AACN recently issued a
mandate in the DNP Essentials document requiring that all DNP students have completed a
minimum of 1000 hours of clinical internship prior to graduation. Therefore, graduates from the
MSN to DNP track will be required to have 1000 hours of prior academic clinical experience.
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Some master’s students will be admitted with prior academic clinical hours from other programs
and these individuals will be required to take clinical internship courses until the minimum
criteria of 1000 hours have been met.
Relationship of program to existing programs at Northern Michigan University
The proposed DNP program will eventually replace our existing MSN (Family Nurse
Practitioner) program. We are choosing to transition from an MSN to a DNP because the AACN
has adopted a position statement that by 2015, the DNP, not the MSN, will be the required
credential for all advanced-practice nurses. By that time, it is anticipated that all MSN programs
that prepare nurses for advanced nursing practice will have transitioned to DNP programs.
(iv) Accreditation
The baccalaureate and master’s program received full, ten-year (2003-2013) accreditation status
from the Commission on Collegiate Nursing Education (CCNE). CCNE is an autonomous,
national accrediting agency of the AACN that contributes toward the improvement of the public’s
health through the evaluation of curricula of professional baccalaureate and graduate programs in
nursing. The proposed DNP program was designed to be in compliance with standards developed
by the AACN. In accordance with CCNE, once the DNP program has been initiated, we will be
required to submit a letter of intent to request an accreditation review. For more details on the
steps involved in the DNP accreditation process please refer to the following website:
http://www.aacn.nche.edu/accreditation/pdf/Procedures.pdf.
(v) Provide the listing of your program as it would appear in the Graduate Bulletin
Please refer to Appendix A for a description of how the Doctorate of Nursing Practice Program
will appear in the Graduate Bulletin.
(vi) What are the admission requirements?
Applicants are required to comply with the regular admission requirements of the College of
Graduate Studies. Additional requirements include:
1. Bachelor of Science in Nursing or Master of Science in Nursing from a CCNE or
NLNAC accredited nursing program
2. A minimum 3.0 GPA on a 4.0 scale
3. BSN to DNP applicants: Current unrestricted RN license in the United States
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4. MSN to DNP applicants: Current unrestricted license as an advance practice nurse
5. Three references from professional colleagues
6. A one-page typed narrative of the applicant’s professional experience and future
educational and professional goals
7. Current curriculum vitae/resume
8. Criminal background clearance
Prerequisite Course:
1. AIS 435 – Research using Digital Information Resources
* Students who are admitted to the DNP program will be required to take AIS 435 within
5 years prior to the start of DNP coursework (See appendix H)
Other Desirable Qualifications: 1. Completion of a statistics course (recommended but not required).
2. Completion of a health assessment course in undergraduate program with a B or better.
3. Completion of courses in anatomy and physiology in the undergraduate program with a
B or better.
(vii) What are the requirements for completion of your program?
The proposed DNP program is comprised of 77 credits of coursework for the BSN to DNP and 50
credits of coursework for the MSN to DNP track. In accordance with AACN guidelines, students
will be required to complete 1000 clinical practice hours in their community with an approved
preceptor in order to meet graduation requirements. The BSN to DNP and MSN to DNP tracks
will be part-time. Courses will be offered using a mixture of online and on-campus methods.
Students will be required to attend an on-campus, intensive orientation session prior to the start of
classes. The time to completion for the BSN to DNP track will be four years and the MSN to
DNP track will take 3 years to complete. The proposed DNP curriculum (didactic and clinical) is
congruent with national standards for graduate level and advanced practice nursing education and
is consistent with nationally recognized FNP specialty competencies. To ensure compliance with
this criterion, course description/objectives, and assignments were matched with NONPF Practice
Doctorate (DNP) Nurse Practitioner Entry-Level Competencies (2006) and the AACN Essentials
of Master’s and Doctoral Education for Advanced Practice Nursing (2006). The following
professional standards and guidelines were used in the development of the DNP curriculum:
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AACN-MSN Essentials and AACN-DNP Essentials (2006)
American Nurses Credentialing Center (ANCC) and American Academy of Nurse
Practitioners (AANP) Certification and Eligibility Standards
Consensus Model for APRN Regulations: Licensure, Accreditation, Certification and
Education (2008)
Criteria for Evaluation of Nurse Practitioner Programs: Report of the National Task Force on
Quality Nurse Practitioner Education (2008)
NONPF Advanced Nursing Practice: Building Curriculum for Quality NP Education (2002)
NONPF Practice Doctorate (DNP) Nurse Practitioner Entry-Level Competencies (2006)
NONPF Nurse Practitioner Core Competencies (2011)
NONPF Guidelines for Distance Learning in Nurse Practitioner Education (2002)
NONPF Partners in NP Education: A Preceptor Manual for NP Programs, Faculty, Preceptors
and Students (2000)
Nurse Practitioner Primary Care Competencies in Specialty Areas: Adult, Family,
Gerontological, Pediatric, and Women’s Health (2002)
The curricula for the BSN to DNP track and the MSN to DNP tracks are listed on the next page:
14
NORTHERN MICHIGAN UNIVERSITYDEPARTMENT OF NURSING
DOCTORATE OF NURSING PRACTICEBSN TO DNP (PART-TIME)
Year1
Fall NU 801 Theoretical Foundations
NU 803 Leadership
3
3
6 CreditsWinter
NU 805 Organizational Behavior
NU 612 Statistics
3
4
7 Credits
Summer NU 815 Informatics for Health Care
NU 710 Research Utilization
3
3
6 Credits2 Fall
NU 818 Evidence Based and Translational Methods
NU 820 Health Policy
3
3
6 CreditsWinter
BI XXX Genetics
NU 726 Epidemiology
3
3
6 creditsSummer
NU 541 Advanced Health Assessment 3
3 credits
3 Fall NU 552 Advanced Pathophysiology
NU 562 Foundations of Nursing Education (Elective)
3
3
6 credits
15
Winter NU 554 Advanced Pharmacology
NU 569 Nursing Education Practicum (Elective)
3
2
5 credits
Summer NU 742 Primary Care-1
NU 743 Clinical Internship-1
3
4
7 credits
4 Fall NU 744 Primary Care- 2
NU 745 Clinical Internship-2
NU 899 Scholarly Project
3
4
2
9 credits
Winter NU 746 Primary Care-3-Specialty
NU 747 Clinical Internship-3
NU 899 Scholarly Project
3
4
2
9 credits
Summer NU 749 Clinical Internship-4
NU 750 Clinical Internship-Capstone (40)
NU 899 Scholarly Project
4
1
2
7 credits
Total credits: 77
16
NORTHERN MICHIGAN UNIVERSITYDEPARTMENT OF NURSING
DOCTORATE OF NURSING PRACTICEMSN TO DNP (PART-TIME)
17
Year1
Fall NU 801 Theoretical Foundations
NU 803 Leadership
3
3
6 CreditsWinter
NU 805 Organizational Behavior
NU 612 Statistics
3
4
7 Credits
Summer NU 815 Informatics for Health Care
NU 710 Research Utilization
3
3
6 Credits2 Fall
NU 818 Evidence Based and Translational Methods
NU 820 Health Policy
3
3
6 Credits
Winter BI XXX Genetics
NU 726 Epidemiology
3
3
6 credits
SummerNU 746 Primary Care – 3-Specialty
NU 899 Scholarly project
3
2
5 credits
3 Fall NU 562 Foundations of Nursing Education (Elective)
NU 899 Scholarly Project
NU 749 Clinical Internship-4
3
2
4
9 creditsWinter NU 569 Nursing Education Practicum (Elective)
Clinical Internship –Capstone (40)
NU 899 Scholarly Project
2
1
18
2
5 creditsTotal 50 credits
The curriculum is conceptualized as having four components: Graduate Nursing Core (37 credits),
Advanced Practice Core (9 credits), and the FNP Specialty Core (17 credits) (See curriculum plan below).
All tracks within the program will be offered using a mixture of online and on-campus methods. Online
courses will meet the same academic program and learning support standards as traditional on campus
courses.
CURRICULUM MODEL
DOCTORATE IN NURSING PRACTICE PROGRAM
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Graduate Core Advanced Practice Core FNP Specialty
NU 612 = 4 credits
NU 710 = 3 credits
NU 726 = 3 credits
NU 801 = 3 credits
NU 803 = 3 credits
NU 805 = 3 credits
NU 815 = 3 credits
NU 818 = 3 credits
NU 820 = 3 credits
NU 899 = 6 credits
BI XXX = 3 credits
NU 541 = 3 credits
NU 552 = 3 credits
NU 554 = 3 credits
Theory Courses Clinic Courses
(1000 clinic hours)
NU 742 = 3 credits
NU 744 = 3 credits
NU 746 = 3 credits
NU 743 = 4 credits
NU 745 = 4 credits
NU 747 = 4 credits
NU 749 = 4 credits
NU 750= 1 credits
Total Credits = 37 Total Credits = 9 Total Credits = 9 Total Credits = 17
Electives:
NU 562 = 3 credits
NU 569 = 2 credits
Total Credits = 5
Grand Total = 77
(viii) Attach course outlines of any new or substantially revised courses, include Graduate
Bulletin description
Please see attached Graduate Bulletin materials and course descriptions.
(ix) Projected Enrollment
20
A needs assessment to determine applicant demand for the degree was conducted in January,
2010. Surveys were mailed to 8000 registered nurses throughout the Upper Peninsula and in two
counties within the northern half of the Lower Peninsula of Michigan. There was an 11% return
rate with 878 questionnaires returned. Seventy-nine percent were registered nurses with a
bachelor’s degree, 22% had obtained a master’s degree, and 13% were currently certified as an
advanced practice nurse. Respondents were asked “Are you interested in pursuing a Doctor of
Nursing Practice Degree?” Of those, 45% stated that they were either interested in pursuing the
degree or uncertain. When asked what type of program (full-time/part-time) they would be most
interested in, 12% chose a full-time program and 87% were interested in a part-time program.
When asked about preferences for course delivery, 36% preferred a hybrid format, 39% chose
online, and 15% were interested in an intensive format.
In addition to findings from the needs survey, the school of nursing has an extensive list of names
and addresses of individuals who want to be notified regarding approval to offer a program.
There are currently 90 names on the list.
At the national level, there has been a strong interest in the DNP with enrollment in both research
(PhD) and practice-focused (DNP) doctoral nursing programs increasing by more than 20% from
2008 to 2009 (AACN, 2009). A recent AACN survey of 683 nursing schools (87.7%) in the U.S.
found that 28 new DNP programs were opened in 2009 and that an additional 161 programs are
in the planning stages. Currently, there are 5,165 students enrolled in DNP programs in nursing
and 660 students graduated from DNP programs in 2009. However, despite a strong interest in
DNP programs, 1,044 qualified applicants were denied admission due to faculty shortages and
resource constraints.
Enrollment Projections
The following table displays a historical account of robust growth in enrollments in the doctoral
programs at both the University of Kentucky and the University of Tennessee Health Sciences
Center. Both institutions have experienced enrollment growth in both the DNP and PhD programs
over time (personal communication with nursing deans at Rush University, the University of
Kentucky, and the University of Tennessee at Memphis). These deans report that they have many
more qualified applicants than can be accepted to their programs.
University of Tennessee University of Kentucky
21
DNP PhD DNP PhD
1997 14 32
1998 18 33
1999 13 16 38
2000 41 18 36
2001 38 19 13 38
2002 42 19 26 44
2003 44 19 29 50
2004 52 18 32 55
2005 62 28 30 52
NMU Enrollment Projections
The following table presents enrollment projections at the time of implementation and
over a five-year period. For the purposes of this projection, seven credits or less is considered to
be part-time study. For the proposed program, we plan to admit approximately 18 students every
4 years. Although there appears to be a high demand for admittance to the program among
students and nurses in Michigan, we will be limited to enrolling students every 4 years due to
limited capacity within the Department of Nursing.
Enrollment Year 1 Year 2 Year 3 Year 4 Year 5
BSN-DNP 9 0 0 0 10
MSN-DNP 9 0 0 0 10
(x) What are the anticipated costs of the program over the next three years? Separate costs of
staff, equipment, and supplies, library and space
Staff:
Existing faculty will teach the courses that will be offered. The DNP curriculum will offer two
courses per semester which is the same as the offerings currently in our MSN program. A grid
with staffing requirements for the current curriculum can be found in Appendix B. As noted in
the attachment, the total number of faculty needed to offer the program will increase from 2.95
FTE’s (currently) to an FTE of 5.45 for the combined BSN to DNP and MSN to DNP tracks.
22
Although there appears to be an increase in FTE, the only difference between our current MSN
program (which takes 3 years to complete) and the proposed DNP program is that more courses
will be offered in the summer and for the BSN to DNP, the coursework will take 4 years to
complete instead of 3 years. So, although there are more courses in the curriculum which
increases the FTE, the number of courses offered each semester will not change and the
coursework will extend from 3 to 4 years in duration.
Equipment and Supplies:
No new budgetary needs for equipment and supplies are anticipated. The current budget will be
adequate to update equipment and supplies as needed. NMU is a laptop university and students
will be required to participate in NMU’s laptop program and must have access to high speed
Internet. Students will be required to pay for their own laptop.
Library:
The University’s extant holdings are sufficient to meet the instructional requirements of this
program. It should be noted that more and more materials are available on the web and accessible
on-line. The library already subscribes to several on-line databases commonly used for nursing
studies and research. Some materials may be available through inter-library loans.
For the courses proposed, the instructors have expressed satisfaction with the resources of the
library.
Space:
Laboratory space currently available in the Rettig Nursing Technology Center, classrooms, and
our simulation center is adequate.
(xi) Does this program call for faculty competencies currently available on
our staff? Can more than one person presently on our faculty teach
the key courses in the program?
The following faculty have competencies to teach in didactic components of the curriculum:
1. Terry Delpier, DNP, CPNP
2. Lisa Flood, DNP, CNE
3. Nanci Gasiewicz, DNP
4. Julie Higbie, PhD, CNE
5. Kristi Robinia, PhD
6. Bitsy Wedin, PhD, BA, FNP-BC
7. Jane Campbell, DNP, NE-BC
23
8. Melissa Romero, PhD, FNP-BC
9. Sheri Giordana, DNP, FNP-BC
10. Kristi Burdick, DNP, FNP-BC
The following faculty have competencies to teach in clinical components of the curriculum.
These competencies include clinical practice experience, maintenance of current licensure, and
ANCC and/or AANP certification as a family nurse practitioner
1. Kristi Burdick, DNP, FNP-BC
2. Melissa Romero, PhD, FNP-BC
3. Sheri Giordana, DNP, FNP-BC
*See Appendix C for a listing of courses and the names of faculty who have competencies to
teach in those courses.
(xii) What equipment is available that would be useful for the program?
Laptop computers are available and no additional equipment is anticipated.
(xiii) How heavily will students in this program use the library? How adequate are current
library resources including electronic resources? Have you conferred with someone from
the library in the collection development area about future needs?
The students will be required to use the library to access supplemental journal readings and other
resources. Three types of library resources are required for the DNP program. They are books,
journals, and electronic databases. The library has built up a collection of materials in area of
nursing that are sufficient to support the needs of faculty and students in this program. The library
subscribes to several on-line databases. Note that more and more information, especially reports
are now posted and accessible on the web. The Department of Nursing actively consulted with
Mr. Michael Strahan, who serves as the library liaison with the Department of Nursing in
determining library resources to support this program. The available resources are consistent with
peer institutions offering DNP programs. For access to resources not available at the library, the
new patron-initiated MeLCat service is an excellent alternative for borrowing books, videos, etc.
(not periodical articles). It is faster and easier than traditional interlibrary loan. Although
interlibrary loan and document delivery service is available for more specialized periodical
articles, these services do not replace journal subscriptions. Faculty who have developed the
courses for this program have expressed satisfaction with the library holdings.
24
(xiv) Is currently available space adequate for the needs of the program?
Yes
(xv) Does the program relate to the training of teachers at either the elementary or secondary
level?
No
(xvi) When will this program be primarily taught?
Courses will be taught primarily during the academic calendar year (fall, winter, and summer) on
a part-time basis for the BSN to DNP and the MSN to DNP tracks. Courses will be delivered
using a mixture of online and on-campus methods. Clinical practicum hours will be completed in
the students’ community with an approved preceptor.
(xvii) What is the planned implementation date?
Fall, 2014
Appendix A
Bulletin Description –Doctorate in Nursing Practice
25
NursingContact Information
Address: 2301 New Science Facility
Phone: 906-227-2834
Fax: 906-227-1658
Web Address: www.nmu.edu/nursing
Email: [email protected]
Interim Associate Dean and Director: Elmer Moisio
Nursing at NMU
The School of Nursing provides a program of graduate study that leads to a Doctorate in Nursing
Practice (DNP) with specialization as a family nurse practitioner (FNP). FNPs function as
primary health-care providers for individuals of all ages and their families. They practice in a
variety of rural and urban ambulatory settings, such as physician offices, hospital outpatient
clinics, health maintenance organizations, community health clinics and specialty clinics.
Graduates are eligible for state and national certification. The graduate nursing program meets
nationally mandated standards and received full accreditation (10 years) from the Commission on
Collegiate Nursing Education (CCNE) in 2003, meeting nationally mandated standards.
Program Requirements
The DNP program consists of two tracks; a Bachelor of Science in Nursing (BSN) to DNP and a
Master of Science in Nursing (MSN) to DNP. The BSN to DNP track consists of 77 credits of
coursework and the MSN to DNP consists of 50 credits of coursework. Both tracks include 1000
supervised clinical hours. On-campus courses are scheduled one day per week. Clinical
practicum hours may be completed in the student’s community with an approved preceptor.
Students must pass a comprehensive examination during the final semester of the program.
Admission Requirements
Applicants are required to comply with the regular admission requirements of the College of
Graduate Studies. Additional requirements include:
9. Bachelor of Science in Nursing or Master of Science in Nursing from a CCNE or
NLNAC accredited nursing program
26
10.A minimum 3.0 GPA on a 4.0 scale
11.BSN to DNP applicants: Current unrestricted RN license in the United States
12.MSN to DNP applicants: Current unrestricted license as an advance practice nurse
13.Three references from professional colleagues
14.A one-page typed narrative of the applicant’s professional experience and future
educational and professional goals
15.Current curriculum vitae/resume
16.Criminal background clearance
Prerequisite Course:
1. AIS 435 – Research using Digital Information Sources
* Students who are admitted to the DNP program will be required to take AIS 435 within
5 years prior to the start of DNP coursework.
Other Desirable Qualifications: 1. Completion of a statistics course (recommended but not required).
2. Completion of a health assessment course in undergraduate program with a B or better.
3. Completion of courses in anatomy and physiology in the undergraduate program with a
B or better.
Applicants must complete both an NMU application and a DNP application for admission by
April 15th. The completed NMU application is submitted to the College of Graduate Studies, 610
Cohodas Hall, along with a $50 application fee. The DNP application is submitted to the
Department of Nursing, 2301 New Science Facility. Applications received after April 15 th will be
considered on a space-available basis. Admission to the DNP program will be offered every three
to four years.
Computer Requirements
Students are required to participate in NMU’s laptop program and must have access to a high-
speed Internet connection. Student should be proficient in using Microsoft Word, PowerPoint, e-
mail and accessing the Internet.
Post Admission Requirements for the Clinical Practicum
27
Students must provide the Department of Nursing current evidence of the following prior to their
clinical rotations:
1. An unrestricted RN license
2. TB skin test (yearly), MMR, hepatitis B, and tetanus (booster every 10 years)
3. CPR certification
4. Nurse practitioner student malpractice insurance (approximately $250 per year)
Doctor of Nursing Practice (DNP) Program
Nursing
Total Credits Required for Degree:
BSN to DNP 77
MSN to DNP 50
Graduate Core
All courses are required: 37
NU 612 Statistics (4 cr.)
NU 710 Research Utilization (3 cr.)
NU 726 Epidemiology (3 cr.)
NU 801 Theoretical Foundations (3 cr.)
NU 803 Leadership (3 cr.)
NU 805 Organizational Behavior (3 cr.)
NU 815 Informatics for Health Care (3 cr.)
NU 818 Evidence Based and Translational Methods (3 cr.)
NU 820 Health Policy (3 cr.)
NU 899 Scholarly Project (6 cr.)
BI XXX Genetics for HealthCare Providers (3 cr.)
Advanced Practice Core
All courses are required: 9
NU 541 Advanced Health Assessment (3 cr.)
NU 552 Advanced Pathophysiology (3 cr.)
NU 554 Advanced Pharmacology (3 cr.)
Family Nurse Practitioner Specialty
28
All courses are required: 26
NU 742 Primary Care -1 (3 cr.)
NU 744 Primary Care -2 (3 cr.)
NU 746 Primary Care -3-Specialty (3 cr.)
NU 743 Clinical Internship -1 (4 cr.)
NU 745 Clinical Internship -2 (4 cr.)
NU 747 Clinical Internship -3 (4 cr.)
NU 749 Clinical Internship -4 (4 cr.)
NU 750 Clinical Internship Capstone (1 cr.)
Elective Courses
Both elective courses are required: 5
Nursing Education Emphasis
NU 562 Foundations of Nursing Education (3 cr.)
NU 569 Nursing Education Practicum (2 cr.)
Course DescriptionsNU 541 Advanced Health Assessment 3 cr. (2-0-4)Prerequisite: Admission to the DNP program or consent of instructorThe focus of this course is the development of advanced health history and physical examination skills across the life span with emphasis on interview, communication, and psychomotor skill development. Includes concepts of health promotion and disease prevention. A four hour lab is used to practice skills.
NU 552 Advanced Pathophysiology 3 cr. (3-0-0)Prerequisites: Admission to the graduate nursing program or consent of the instructor.
The focus of this course is the application of advanced pathophysiologic concepts for frequently encountered conditions in clinical practice. It provides an in-depth analysis of epidemiology, risk factors, etiology, pathophysiology, clinical manifestations, and laboratory tests for selected acute and chronic illnesses across the life span. This is not an introductory course. It is expected that students already have a basic understanding of anatomy, physiology, pathophysiology, physical assessment, laboratory testing, and pharmacology.
NU 554 Advanced Pharmacology 3 cr. (3-0-0)Prerequisites: Admission to the graduate nursing program or consent of the instructor.
This course is designed to provide the graduate nursing student with the knowledge and skills to select drug therapy for patients throughout the lifespan based on efficacy, safety, and cost for the management of select illnesses. The course also provides information about state legal requirements for advanced practice nurse prescriptive authority.
29
NU 612 Statistics for Healthcare Professionals 4 cr. (4-0-0)Prerequisites: Admission to the graduate nursing program or consent of the instructor.
This course is designed to develop the statistical skills required of the graduate level nursing student to understand, undertake, and evaluate health related research and patient care information systems. A combination of didactic, class presentations and class exercises will be utilized to develop these skills.
NU 710 Research Utilization 3 cr. (3-0-0)Prerequisites: Admission to the graduate nursing program or consent of the instructor.
The focus of this course is to provide the knowledge and skills to generate evidence-based knowledge using scientific inquiry to improve outcomes in patient care. The components of the research process are explored, culminating in the dissemination of research and evidence based materials to healthcare professionals. A clinical project proposal will be developed to address gaps in healthcare and to improve access to healthcare in rural settings.
NU 726 Epidemiology for Health Care Professionals 3 cr. (3-0-0)Prerequisites: Admission to the graduate nursing program or consent of the instructor.
This course introduces concepts of epidemiology and biostatistics as applied to public health problems. Basic principles of epidemiology will be emphasized so that students will have the knowledge and skills to critically analyze and evaluate public health documents.
NU 742 Primary Care Management-1 3cr. (3-0-0)Prerequisites: Admission to the graduate nursing program or consent of the instructor.
The focus of the course is assessment and management of acute illness across the life span within the context of rural families/individuals across the lifespan. The course provides an in-depth analysis of selected acute illnesses using a problem-based format.
NU 743 Clinical Practicum-1 4 cr. (0-0-16)Prerequisites: NU 552, NU 554, NU 541, NU 726, NU 815, and genetics.
The focus of the clinical practicum is the integration of assessment data and application of management strategies for acute illnesses across the life span in primary care settings. This course provides an opportunity to apply the theoretical foundations of NU 742 Primary Care Management-1 to clinical practice. The clinical practicum experience permits students to work with clinical experts in rural, ambulatory / primary care settings while under the guidance of a faculty member. Emphasis is on role development and collaborative / independent problem solving. Students are required to complete 240 clinic hours.
NU 744 Primary Care Management-2 3 cr. (3-0-0)Prerequisites: NU 552, NU 554, NU 541, NU 726, NU 815, NU 742, NU 743 and genetics.
The focus of the course is assessment and management of chronic illness across the life span within the context of families/individuals across the lifespan. It provides an in-depth analysis of selected chronic illnesses using a problem-based format.
30
NU 745 Clinical Practicum-2 4 cr. (0-0-16)Prerequisites: NU 552, NU 554, NU 541, NU 726, NU 815, NU 742, NU 743, NU 744 and genetics.
The focus of the clinical practicum is the integration of assessment data and application of management strategies for chronic illnesses across the life span in rural, primary care setting.
NU 746 Primary Care Management-3-Specialty 3 cr. (3-0-0)Prerequisites: NU 552, NU 554, NU 541, NU 726, NU 815, NU 742, NU 743, NU 744, NU 745 and genetics.
The focus of the course is the assessment and management of common conditions and disorders within the context of women’s health, obstetrical, and geriatric populations. The course provides an in-depth analysis of selected conditions specific to these populations using a problem-based format.NU 747 Clinical Practicum-3 4 cr. (0-0-4)Prerequisites: NU 552, NU 554, NU 541, NU 726, NU 815, NU 742, NU 743, NU 744, NU 745 NU 746, and genetics.
The focus of the clinical practicum is the integration and application of advanced practice nursing competencies related to assessment and management of health and illness as the student transitions into an increasingly independent role. Primary, secondary and tertiary prevention/intervention strategies to promote and/or to maximize health of rural individuals, families and communities are emphasized.
NU 749 Clinical Practicum-4 4 cr. (0-0-4)Prerequisites: NU 552, NU 554, NU 541, NU 726, NU 815, NU 742, NU 743, NU 744, NU 745 NU 746, NU 747, and genetics.
This course is designed to refine and build on skills developed in NU 747. The graduate nursing student will select and implement evidence-based strategies and demonstrate increasingly complex leadership roles within the context of the health care team, and measure outcomes using informatics for quality improvement. This includes development and examination of personal leadership style within specific clinical environments. The student will integrate interventions appropriate to diverse and rural populations.
NU 750 Clinical Internship Capstone 1 cr. (0-0-1)Prerequisites: NU 552, NU 554, NU 541, NU 726, NU 815, NU 742, NU 743, NU 744, NU 745 NU 746, NU 747, NU 749 and genetics.
This course is designed to refine and build on skills developed in NU 749. The graduate nursing student will design, select and implement health promotion/disease prevention interventions using simulated and standardized patients. Emphasis will be placed on proper assessment, diagnosis, and management of common illnesses across the lifespan. CT, MRI, and x-ray images will be examined in detail in addition to suturing techniques.
NU 801 Foundations of Nursing Theory 3 cr. (3-0-0)Prerequisites: Admission to the graduate nursing program or consent of the instructor.
31
This three credit course introduces the student to the systematic examination of nursing knowledge from historical, philosophical, theoretical, and practice perspectives. Conceptualizations of person, environment, health, and nursing are explored. Theoretical terminology and criteria for the evaluation of theories are examined. Emphasis is placed on the inter-relationship between theory, research, and practice.
NU 803 Leadership 3 cr. (3-0-0)Prerequisites: Admission to the graduate nursing program or consent of the instructor.
This three credit course focuses on nursing leadership incorporating theory and research as it applies to the role of advanced practice nurses in rural settings. Emphasis is placed on advanced communication skills, influence, and negotiation strategies required for effective leadership in health care delivery systems.
NU 805 Organizational Behavior 3 cr. (3-0-0)Prerequisites: Admission to the graduate nursing program or consent of the instructor.
This three credit course introduces the student to the science of complex organizational structures and design with an emphasis on the behavior of individuals and groups within complex health care organizations. This course is unique in comparison with organizational behavior courses offered by other departments because the primary focus area relates to the influence of organizational behavior on healthcare environments and public health policy.
NU 815 Informatics for Health Care 3 cr. (3-0-0)Prerequisites: Admission to the graduate nursing program or consent of the instructor.
This course focuses on information systems technology and its application in healthcare settings. Content covered includes theoretical models of nursing informatics and database management in the context of a healthcare system.
NU 818 Evidence Based and Translational Methods 3 cr. (3-0-0)Prerequisites: NU 710 Research Utilization and NU 612 Statistics.
This course prepares students to use research and continuous quality improvement methods to design, direct, and evaluate research and quality improvement initiatives. Emphasis is placed on the critical appraisal of evidence, including an analysis of the strengths and limitations associated with diverse methodologies in order to generate meaningful evidence for nursing practice.
NU 820 Health Care Policy 3 cr. (3-0-0)Prerequisites: Admission to the graduate nursing program or consent of the instructor.
This course examines concepts of health care policy and political behavior and generates strategies for exercising professional leadership in effecting change in health disciplines. The role of health politics in the workplace, organization, government and community will be examined.NU 899 Scholarly Project 6 cr. (2 credits x 3 semesters)Prerequisites: Admission to the graduate nursing program or consent of the instructor. This is a required course. Grades will be S/U.
32
The purpose of the scholarly project is to synthesize knowledge and skills attained in the doctorate program of nursing in an activity that directly moves research into nursing practice and positively influences patient care. The project culminates with a written scholarly paper and the development of a product intended to improve health care. For example, the product may involve the development, implementation, and evaluation of a protocol or algorithm. A faculty advisor supervises and directs the project. Students are required to take two credits of scholarly project for a total of three semesters.
NU 562 Foundations of Nursing Education 3 cr. (3-0-0)Prerequisites: Admission to the graduate nursing program or consent of the instructor. This is an elective course.
This is a graduate level education course designed to facilitate the development of an education emphasis within the doctorate in nursing program.
NU 569 Nursing Education Practicum 2 cr. (2-0-0)Prerequisites: Admission to the graduate nursing program or consent of the instructor. This is an elective course.
This education course is designed to facilitate the development of an education emphasis within the doctorate in nursing program. This course provides an opportunity for graduate students to design, implement and evaluate adult learning experiences in both didactic and clinical settings.
Appendix B
Faculty Staffing Requirements (See attached FTE grids)
33
Appendix C
Faculty Competencies
34
The faculty listed below have competencies to teach in the following didactic courses (if an X is
marked under the course number)NU
612
NU
710
NU
726
NU
801
NU
803
NU
805
NU
815
NU
818
NU
820
NU
899
NU
541
NU
552
NU
55
4
NU
742
NU
744
*NU
562
*NU
569
Lisa
FloodX X X X X X X X X X X X X X X X X
Nanci
Gasiewic
z
X X X X X X X X X X X X X X X X X
Julie
HigbieX X X X X X X X X X X X X X X X X
Kristi
RobiniaX X X X X X X X X X X X X X X X X
Bitsy
WedinX X X X X X X X X X X X X X X X X
Jane
CampbellX X X X X X X X X X X X X X X X X
Melissa
RomeroX X X X X X X X X X X X X X X X X
Sheri
GiordanaX X X X X X X X X X X X X X X X X
Kristi
BurdickX X X X X X X X X X X X X X X X X
Terry
DelpierX X X X X X X X X X X X X X X X X
* Nursing Education elective Course
35
The faculty listed below have competencies to teach in the following clinical courses (if an X is
identified under the course number)
NU
743
NU
745
NU
74
7
NU
749
NU
750
Lisa
Flood
Nanci
Gasiewic
z
Julie
Higbie
Kristi
Robinia
Bitsy
Wedin
Jane
Campbell
Melissa
Romero
X X X X X
Sheri
Giordana
X X X X X
Kristi
Burdick
X X X X X
Terry
Delpier
36
Appendix D
Rationale for Course Numbering
The American Association of Colleges of Nursing (AACN) is considered to be the national voice
for baccalaureate and higher-degree nursing education programs and has recommended that all
master’s in nursing programs transition to the Doctorate of Nursing Practice by 2015. The AACN
provides the standards for accreditation for baccalaureate and graduate degree nursing programs.
The Commission on Collegiate Nursing Education (CCNE) is an autonomous, regulatory branch
of the AACN that evaluates the curricula of baccalaureate and graduate programs in nursing. The
baccalaureate and master’s programs received full, ten year accreditation status from the CCNE
in 2003. The DNP Essentials, a national consensus-based document, established by the AACN
delineates eight essential competencies that must be attained by all DNP graduates. These
competencies were incorporated throughout our proposed DNP curriculum. In addition, the
National Organization for Nurse Practitioner Faculty (NONPF) is another important organization
that provides competencies that have been incorporated into our DNP curriculum. By
incorporating the AACN Essentials and NONPF competencies into our DNP curriculum, the
DNP program was designed to be in compliance with standards developed by the AACN and
NONPF.
In regard to our rationale for course numbering, AACN recommends that the eight AACN DNP
Essentials should be woven throughout the curriculum so that competencies, based upon the
Essentials will be attained by all DNP graduates. Currently, the AACN and CCNE do not
mandate how courses should be numbered. Instead, the AACN and NONPF have indicated that
course numbering should be determined based upon the number of competencies in individual
courses that must be met. In other words, the higher numbered courses would have more
competencies to meet than courses with a lower number. NONPF recently released sample
curriculum templates (see attached template). These templates provide a sample curriculum and
they also indicate which AACN Essentials and NONPF competencies should be incorporated into
the individual courses. We used the NONPF templates to design our proposed DNP program.
37
According to NONPF (see attached NONPF Teleweb), when transitioning from a Master’s in
Nursing (MSN) curriculum to a DNP curriculum, the first step is to review competencies within
existing MSN courses and then, based upon a comparison of existing competencies with
additional competencies required for the DNP courses, some of the courses from the MSN will
not be required to be enhanced (if required competencies for the DNP have been met by those
courses), others will need to be enhanced, and additional, new courses will need to be developed.
According to NONPF, three MSN courses; Advanced Pathophysiology (NU 552), Advanced
Pharmacology (NU 554), and Advanced Health Assessment (NU 541) will not be required to be
enhanced as long as they meet the required DNP competencies. Therefore, because no changes
were required to these courses, the course numbers did not change.
Courses that meet DNP and NONPF competencies (did not require enhancement)
NU 552 Advanced Pathophysiology
NU 554 Advanced Health Assessment
NU 541 Advanced Pharmacology
Courses that required enhancement:
*NU 612 Statistics (Previously NE 512)
*NU 710 Research Utilization (Previously NE 510)
*NU 801 Theoretical Foundations (Previously NE 501)
*NU 742 Primary Care-1 (Previously NE 542)
*NU 744 Primary Care-2 (Previously NE 544)
*NU 743 Clinical Internship-1 (Previously NE 543)
*NU 745 Clinical Internship-2 (Previously NE 545)
*NU 747 Clinical Internship-3 (Previously NE 547)
*NU 899 Scholarly Project (Previously NE 587)
* A request to delete old courses that have been enhanced will be submitted once the current
cohort of MSN students who will need these courses have completed their program.
New Courses:
NU 803 Leadership
NU 805 Organizational Behavior
NU 815 Informatics for Health Care
NU 818 Evidence Based and Translational Methods
NU 820 Health Policy
NU 726 Epidemiology
38
NU 746 Primary Care-3
NU 749 Clinical Internship-4
NU 750 Clinical Internship Capstone
Appendix E
Rational for Course Sequencing
Rationale for Course Sequencing:
The sample NONPF templates that are attached provide examples of appropriate course
sequencing that would be expected for a DNP curriculum. As described above, the rationale for
course numbering depends upon the number of AACN essentials that are incorporated into
individual courses. It would seem logical for the sequencing of courses to be based upon number
sequencing (assignment of 500 level courses prior to 800 level courses). However, there are
reasons why this form of number sequencing is not appropriate for our proposed DNP
curriculum:
1. Courses such as Leadership (NU 803), Statistics (NU 612), and Theoretical
Foundations (NU 805), etc., serve as foundational, introductory courses in graduate
nursing programs. This coursework prepares students for their clinical experiences which
take place later in the curriculum. NONPF, one of our regulatory bodies lists the 800
level courses first in their sample DNP curricular templates.
2. The MSN to DNP and BSN to DNP students will progress through the curriculum as a
cohort and both groups will take the introductory courses together. Later in the
curriculum, the groups will split with the BSN to DNP group taking courses that the
MSN to DNP group will have already completed in their MSN prior to admission to the
program (Advanced Pathophysiology [NU 552], Advanced Pharmacology [NU 554] and
Advanced Health Assessment [NU 541] and the MSN to DNP students will begin their
doctoral level clinical courses. Because they’ve completed these courses in their MSN
(NU 552, NU 554, and NU 541), the MSN to DNP students will separate from the BSN
to DNP to complete their doctoral level clinical courses.
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Appendix F
List of Acronyms
1. AACN: American Association of Colleges of Nursing
2. AANP: American Academy of Nurse Practitioners
3. AANC: American Nurses Credentialing Center
4. AHRQ: Agency on Healthcare Research and Quality
5. APN: Advanced Practice Nurse
6. APRN: Advanced Practice Registered Nurse
7. BSN: Bachelor of Science in Nursing
8. CCNE: Commission on Collegiate Nursing Education
9. CNE: Certified Nurse Educator
10. CPNP: Certified Pediatric Nurse Practitioner
11. DDS: Doctor of Dental Surgery
12. DNP: Doctorate of Nursing Practice
13. FNP: Family Nurse Practitioner
14. FNP-BC: Family Nurse Practitioner – Board Certified
15. FTE: Full Time Equivalent
16. HHS: U.S. Department of Health and Human Services
17. IOM: Institute of Medicine
18. JAMA: Journal of the American Medical Association
19. MD: Doctor of Medicine
20. MSN: Master of Science in Nursing
21. NE: Nurse Educator
22. NLNAC: National League for Nursing Accrediting Commission
23. NONPF: National Organization of Nurse Practitioner Faculty
24. NTF: National Task Force
25. Pharm D: Doctor of Pharmacy
26. PhD: Doctor of Philosophy
27. PsyD: Doctor of Psychology
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28. RN: Registered Nurse
29. RWJF: Robert Wood Johnson Foundation
Appendix G
Email from Dr Brian Cherry (Department Head of Political Science Department)
Brian Cherry wrote:
Melissa,
I just spoke with Dr. Syed and some other members of the department.He says he would be willing to give up the course, but if yourdepartment offers it as an overload, he would like to make sure itfollows the AAUP contract so he gets a chance to teach it. In fact we,have two faculty members who are qualified to teach health policy inour department.
Thanks, Brian
Melissa M Romero wrote:
Hello,
I was just checking in to see if you heard from Dr. Syed aboutdropping the health policy course? I would like to get the DNPproposal out to the department heads this month and then to the GPC byearly September if possible. Thanks!
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Appendix H
Email from Darlene Walch (in reference to AIS 435)
From: Walch, Darlene [[email protected]]Sent: Tuesday, August 09,2011 11:09 AMTo: Melissa M RomeroCc: [email protected]: RE: AlS 435 Course
Dear Dr. Romero:
The AIS faculty reviewed your request to include AIS 435 Research Using Digital InformationSources (2 cr.) as a required prerequisite course in the proposed Doctorate in NursingPractice (DNP) program. According to your description, the proposal you are submitting tothe Graduate Programs Committee will require students to take AIS 435 prior to enrollment inthe DNP program. Your preference is to have an additional offering of the course duringsummer session prior to the start of each new DNP cohort, approximately every three to fouryears, although students could take the course at another time it is offered prior to theirenrollment in the DNP program.
Several students in the Nursing program have benefitted from AIS 435 and AIS faculty agreethat the course is appropriate for the DNP program. Based upon a recommendation from theAIS faculty to include AIS 435 as a prerequisite for the DNP program, the AIS Dean's AdvisoryCouncil discussed your request at the August 4, 2011 meeting and supported this proposal.
P1ease let me know if you need any further documentation.
Best wishes with your program proposal,
Darlene M. WalchDean - Academic Information ServicesNorthern Michigan UniversityMarquette, MI 49855voice: 906.227.2117fax: 906.227.1333e-mail : [email protected]
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