Doctor of Nursing Practice (DNP)

Students in this course are introduced to Walden University and are provided with a foundation for professional development in doctoral nursing practice. Students learn professional standards and end-of-program expectations. They engage in course assignments focused on the practical application of professional writing, critical-thinking skills, and the requirements for successful participation in an online curriculum. Students also explore the essentials of being a Walden doctoral student; past, present, and future similarities and differences between the Doctor of Nursing Practice (DNP) and a Ph.D. in nursing, relevant professional and specialty standards of doctoral-level nursing practice, intra- and interprofessional collaboration, and the process of the DNP project. The DNP program requires that all students complete The Measured Success Writing Assessment during the first course in the program, NURS 8000. This assessment is a computer-based evaluation where students write an essay online to determine “writing readiness” at the doctoral level. An outside vendor provides an automated evaluation of the student’s writing sample. The assessment is cost-free to students. The writing assessment provides a holistic score of 1–6, as well as scores for five analytical writing categories. The categories include: focus/meaning, content development, organization, language/style, and mechanics/conventions. Students who do not demonstrate writing readiness are encouraged to enroll in WCSS 6000N - Graduate Writing: Evaluative and Persuasive Composition Skills. The course provides students with the written communication tools necessary to complete longer writing projects that necessitate a persuasive academic voice. There is no cost to the student for this course.

In this course, students focus on the integration of scientific, philosophical, and theoretical concepts as the basis for the highest level of nursing practice. They examine the scientific underpinnings for nursing practice, including bio-behavioral, pathophysiological, psychosocial, and environmental sciences, and they explore the interrelationship among knowledge, research, and practice. Students also explore and discuss clinical inquiry, ethical issues, and models of evidence-based practice. Considering various philosophies, students describe their own philosophy of nursing. They also apply course concepts to a variety of practical assignments, including a literature review, concept map, and evaluation of current clinical practice problems, among others.

The focus of this course is the integration of scientific, philosophical, and theoretical concepts as the basis for the highest level of nursing practice. The scientific underpinnings for nursing practice including bio-behavioral, pathophysiological, psychosocial, and environmental sciences are examined. The interrelationship between knowledge, research, and practice is explored. Clinical inquiry, ethical issues, and models of evidence-based practice are presented.

When used effectively, information technology can support generation of new knowledge and emerging information technologies. In this course, students examine the critical appraisal and use of information technology in advanced nursing practice. Students work toward gaining the skills and knowledge to process and manage information systems/technology resources in consumer, clinical, and public health settings. Students engage in a variety of discussions and assignments designed to provide practical application of content on topics including retrieval and critical analysis of digital data to support healthcare quality improvement; electronic health records integration and evaluation; and Web-based learning and intervention tools to support and improve patient care. They also explore ethical, regulatory, and legal issues as well as the healthcare standards and principles for selecting and evaluating information systems and patient care technology.

In this course, students consider the importance of developing leadership strategies and competencies specific to healthcare organizations and systems for quality improvement. Students focus on understanding the unique organizational structures and behaviors that impact organizational performance. They explore and discuss the roles and responsibilities of leaders, managers, and administrators within healthcare organizations from the macro (organization-wide) perspective and micro (individual and team performance) perspective. They also examine key organizational theories, principles, and concepts, including mission, vision, values, and strategic and operational planning in relation to achieving the effective and efficient delivery of safe healthcare services. Additionally, students consider the goal of managing outcomes through data analysis as well as through knowledge and skills based on contemporary theory and research, including  motivation, communication, teamwork, leadership style, power, change, quality management, coalition building, negotiation, and conflict management. Applying course concepts, students engage in self-evaluation and consider ways to develop leadership skills and self-awareness.

A scholarly inquiry of key concepts in nursing is presented in this course. Students analyze best practices and evolving issues in their nursing areas of practice. They explore advanced specialty practice problems through a guided initial review of literature. Students develop a program or project to address clinical/practice questions under the guidance of an approved clinical mentor. Students generate a portfolio evidence plan to address clinical/practice questions related to issues such as program planning, practice change, consultation, quality improvement projects, pilot study proposals, and Institutional Review Board (IRB) approvals.

Students in this course are provided with an overview of epidemiologic methodology in the study of the distribution and etiology of disease and health-related conditions in human populations. Students examine important study designs and discuss the strengths and weaknesses inherent in each. They explore and discuss select global problems, such as infectious diseases, bioterrorism attacks, and effects of disasters and emergencies, and they apply epidemiologic and biostatistical methods to study factors related to aggregate, population, and individual health. Additionally, students work toward gaining cultural sensitivity and an interprofessional approach to caring for diverse populations at risk to ensure access to care.

In this course, students focus on the competencies required of the healthcare professional in planning for the design, development, implementation, and evaluation of health promotion and disease prevention initiatives. They explore and discuss strategic approaches to planning, implementation, and evaluation, including cost-benefit analysis. Preparing for their DNP project, students select a faculty mentor and develop portfolio evidence through an integrative critical review of literature, which leads them to identify a clinical/practice question.

Many economic, financial, and political factors influence the delivery of healthcare, making healthcare reform a challenging  task. In this course, students examine these factors, challenges, and consider policy reform through legal, regulatory, ethical, societal, and organizational contexts. They examine the political and policy process, including agenda setting, stakeholder analysis, and application of policy analysis frameworks. Students also explore the importance of interprofessional collaboration in improving health outcomes through the policy process and advocacy for development and implementation of nursing and healthcare policies in organizations at the local, state, national, and international levels. Students engage in written analyses through which they develop new policies and critically evaluate existing policies though policy analysis frameworks.

In this DNP practicum course, students focus on planning and implementing a program/project design to address their clinical/practice questions; students complete work under the guidance of an approved clinical mentor. Generating practicum portfolio evidence, students complete a systematic review that drills down to the evidence regarding their clinical/practice question and resulting findings, conclusions, and recommendations.

This DNP practicum course will focus on evaluation and dissemination of a program/project design to intervene with clinical/practice questions under the guidance of an approved clinical mentor. As a practicum course, the course is designed with 3 credits at a 1:6 ratio = 216 clinical hours. Additionally, the student will generate practicum portfolio evidence: Submission of scholarly article for refereed publication and/or actual presentation (podium) and completed portfolio requirements (resume, self-evaluation, and reflection).

Students may take the DNP Field Experience course up to six times based on practicum hours attained prior to DNP admission. Students generate practicum portfolio evidence: Submission of a scholarly article for refereed publication and/or actual presentation (podium) and completed portfolio requirements. This 1-credit practicum course has a 1:6 ratio of credit to practicum hours, resulting in 72 practicum hours.