|← Role of Personality||Application Discussion →|
DNP stands for Doctor of Nursing Practice. The American Association of Colleges of Nursing (AACN) defines DNP as the final academic degree of the nursing profession (Feldman, 2012). The motive of this paper is to evaluate the controversy between the skills of MSN and DNP.
To start with, it is important to describe the difference between MSN and DNP in nursing. The MSN education enables RN students with basic nursing education to obtain graduate nursing training. On the other hand, DNP is a degree for nurses preparing for nursing practice. As a matter of fact, this program focuses on nursing domains that have a direct effect on patient care and hence it is the future of all Nurse Practitioners (Feldman, 2012).
The pros of obtaining a DNP degree are based on the fact that this level of education prepares Nurse Practitioners to becoming entrepreneurs. Therefore, a person can recognize an opportunity for change. Mostly, entrepreneurs perceive %uFFFDchallenges%uFFFD as opportunities as they initiate solutions, and the clients pay for the services. From this perspective, it is evident that DNP equips nurses with the competencies that are needed to provide quality and satisfactory care (Zaccagnini & White, 2010). Besides, the drawback of having a DNP qualification is the possibility of missing enrollment in Ph.D. As a result, a nurse may fail to concentrate on important nursing problems (Fitzpatrick & Wallace, 2009). Obtaining a DNP is better than the traditional MSN, because the former program has the capacity of diminishing a gap between theory and practice. It is a practice-based professional degree. Likewise, DNP provides innovative solutions to educational and clinical challenges and prepares nurse graduates for educational or clinical leadership roles (Fitzpatrick & Wallace, 2009).
In conclusion, there is a difference in patient outcomes between the degree of a Nurse Practitioner with DNP and MSN. DNP nurses attain better patient results because they implement evidence-based practice (EBP) more efficiently in their clinical environments (Moore & Watters, 2013). Additionally, better patient results are attributed to the fact DNP nurses are prepared to assess care delivery strategies and models. This goal is attained through the application of concepts that are connected to culture, community, socioeconomics, occupational health, and environmental aspects (Ahmed, Andrist, Davis, & Fuller, 2013).
Ahmed, S. W., Andrist, L., Davis, S., & Fuller, V. (Eds.). (2013). DNP education, practice, and policy: Redesigning advanced practice roles for the 21st century. New York, NY: Springer.
Fitzpatrick, J. J., & Wallace, M. (Eds.). (2009). The doctor of nursing practice and clinical nurse leader: Essentials of program development and implementation for clinical practice. New York, NY: Springer.
Feldman, H. R. (Ed.). (2012). Nursing leadership: A concise encyclopedia (2nd ed.). New York, NY: Springer.
Moore, E. R., & Watters, R. (2013). Educating DNP students about critical appraisal and knowledge translation. International Journal of Nursing Education Scholarship, 10(1), 237-244.
Zaccagnini, M. E., & White, K. W. (2010). The doctor of nursing practice essentials: A new model for advanced practice nursing. Burlington, MA: Jones & Bartlett Learning.