Lessons Learned in Successfully Mentoring BS-DNP toward Scholarly Projects Dianne Fuller, DNP. MS. FNP-C Associate Professor (Clinical) University of Utah College of Nursing dianne.fuller@nurs.utah.edu Director, Primary Care Nurse Practitioner DNP Program
DNP Program History Only University offering DNP in Utah 2007 began Post- Master s DNP 32-36 credits 4 semesters Executive format Total MS-DNP graduates - 80 Current students enrolled - 26 Incoming cohort 26 2008 began BS-DNP
BS-DNP Program History 2008 Master s entry no longer offered in APRN Exception Psych-Mental Health First BS-DNP cohorts accepted into Primary care and Acute care Now DNP only in 7 APRN BS-DNP specialty programs Family Nurse Practitioner Pediatric Nurse Practitioner Adult/Gerontology Nurse Practitioner Adult Acute Care Nurse Practitioner Women s Health Nurse Practitioner Neonatal Nurse Practitioner Nurse Midwife
BS-DNP Specialty Programs All Programs are full time Credit Range 81 88 semester credits Length of programs 3 years including summer semesters Working Students 99.2 % of DNP students work at least part time 38% of students receive CoN financial assistance Current students in all BS-DNP programs: 144 Total Graduates: 28 in first BS-DNP cohort May 2012: 34 graduates Fall 2012 Incoming cohorts: 57
Benchmarks MS-DNP graduating in anticipated time frame 1 st cohort 30%, many lessons learned 2 nd cohort to present ~90% BS-DNP 1 st cohort 75% 2 nd cohort, defenses scheduled 4/16, 98% on schedule Certification Board Pass Rate 97% (varies slightly in different specialties) Dissemination of Project Publication Public Presentation
Contribution to Nursing Types of Projects Evidence-based clinical practice Translation and application of research Policy Leadership Examples
CHALLENGES IDENTIFIED
Program of Study Barrier and Solution Program of study structure - late introduction of specialty courses Year 1 core Year 2 specialty and clinical Year 3 advanced specialty, clinical and project Redesigned program of study Integrate specialty courses into year 1 Allows application of essentials throughout courses Provides students early exposure to clinical content
Committee Barrier & Solution U of U is research institution with strong PhD program Began with PhD committee model Chair +2 Many members had PhD expectations Reorganized committee structure Chairs are either DNP or PhD with clinical focus Content Experts Two - experts in a portion of project Many community or national experts Examples
Barrier From Student Perspective Student Concerns Student s perception of dilution of clinical goals with scholarly work We want to be NPs not just scholars Addressed Add concept of successful communication to scholarly Make all scholarly assignments meaningful Integration of specialty courses earlier in program
Institutional Issues Faculty issues Scholarly projects very time consuming Inadequate faculty numbers for 1:6 ratio FTE required with current approach to projects Each faculty given.1 FTE to chair student through two semesters Expecting 56 students in upcoming cohort Need 2.8 FTE each of two semesters of BS-DNP scholarly projects Faculty numbers to staff this need = pressure Minimal use of adjunct faculty
Major Barrier to Scholarly Project Programs credit load did not easily allow additional courses specific to scholarly project Scholarly project Lack of student preparedness to choose topic Late introduction of final project assignments in curriculum Primary care BS-DNP students have difficulty with identification of project idea These students enter with acute care frame of reference
Scholarly Project Solutions Planting the Seed for project ideas Introduction of project concept at interview, orientation and first semester course Include all faculty (specialty and core) in understanding of philosophy of final scholarly project Encourage all papers to be exploration of project ideas Introduce scholarly project assignments earlier Without adding courses
Preparation for Scholarly Project Incorporate scholarly project assignments into practicum experience Integrate clinical and scholarship 4 or 5 semesters of clinical experience Differs in specialties Assignments related to final scholarly project Designed to stimulate consideration of project topics
Preparation for Scholarly Project First semester of Practicum, with guidance from Program Director (PD) Specific assignments incorporated into Practicum Identify 3 broad topics PD feedback helps narrow Synthesize 1evidence based article on each topic Relate how articles refine and inform possible projects Narrow to one topic by end of semester Identify clinical question related to chosen topic Develop draft problem statement
Preparation for Scholarly Project Second semester of practicum (one semester before scholarly project begins) Draft of objectives for scholarly project Beginning conceptualization of plan for implementation of project Focus on the So What Development of ideas for dissemination Further literature review Include annotated bibliography of 6 relevant peer reviewed articles from peer reviewed journals
DNP Scholarly Project Occurs in last two semesters Each student defends proposal mid first semester Allows progression with IRB when needed Defense is public, 15 min with 5 min. question Judged by all chairs and program directors Completed semester last semester Final defense 2 nd semester of scholarly project 20 min with 5 min. questions Time constraints related to number of student
Scholarly Project Must meet AACN recommendations Result of Scholarly Inquiry Uses essentials to improve practice or patient population outcomes Must have clinical focus All students must hire professional editor
Our next steps New Approaches Group projects Hope for increased impact Providing general themes To concentrate student effort Increased interdisciplinary work Engineering, architecture, hospital quality and safety Poster defenses With smaller written product Other ideas?