Practice scholarship engagement as reported by nurses holding a doctor of nursing practice degree. Issue 2 (31st May 2021)

• Record Type: Journal Article
• Authors: Kesten, Karen; Moran, Katherine; Beebe, Sarah L.; Conrad, Dianne; Burson, Rosanne; Corrigan, Catherine; Manderscheid, Amy; Pohl, Elizabeth
• Is Part Of: Journal of the American Association of Nurse Practitioners. Volume 34:Issue 2(2022)
• Page Start: 298
• Page End: 309
• Publication Date: 2021-05-31
• Subjects: Clinical nursing scholarship -- competencies -- doctor of nursing practice -- nursing practice scholarship; Nurse practitioners -- Periodicals; Nursing -- Periodicals; 610.730692
• DOI: 10.1097/JXX.0000000000000620
• Languages: English
• ISSNs: 2327-6886

Abstract

ABSTRACT: Background: Nearly 15 years after the introduction of the doctor of nursing practice (DNP) degree, stakeholders anticipate practice scholarship outcomes from graduates. Purpose: To examine the frequency of engagement in practice scholarship, the relationship between the knowledge gained in DNP programs and the frequency of engagement in practice scholarship and the relationship between engagement in practice scholarship, work role, and years since graduation with a DNP degree, as reported by practicing nurses. Methodology: This cross-sectional study recruited 306 practicing DNP graduates via a national organization and employed an electronic survey. Descriptive and inferential statistics, correlational analysis, and a one-way analysis of variance were conducted on demographics and outcome variables for 269 completed surveys. Results: The practice scholarship activity reported most frequently was evaluation of current clinical evidence and least frequently was dissemination of policy papers . Reported knowledge gained from DNP programs and frequency of engagement in practice scholarship indicate a weak positive correlation. There was a significant difference in the direct care work role and practice scholarship engagement compared with other roles, and between those practicing greater than 10 years and those with less experience. Conclusions: Results highlight the underutilization of knowledge gained in DNP programs and engagement in practice scholarship. The study emphasizes the complexity of realizing practice scholarship outcomes of DNP-prepared nurses to influence patients, populations, systems, and policy as well as the advancement of the nursing profession. Implications: This is a call to action for DNP graduates, academia, practice, and the nursing profession to support and value practice scholarship.