A scholar has to meet a vast range of responsibilities and play several key roles that require substantial efforts and high levels of professionalism. As a DNP, one has to not only ensure that the needs of patients are met but also advocate for vulnerable groups on a larger scale and introduce changes to the current healthcare system on social, economic, and even legal levels (Daw, Seldomridge, Battistoni, & Belcher, 2018). Therefore, as a scholar, a DNP has to play the roles of an innovator and educator, at the same time addressing current public health issues and managing the tasks associated with interdisciplinary collaboration through research.
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As a rule, a scholar plays the role of a change agent in the nursing environment. Thus, a DNP scholar influences the policies associated with nursing practice on not only clinical but also ethical and legal levels. Based on the results of evidence-based research, comprehensive programs that embrace the needs of vulnerable demographic and take economic constraints of patients into consideration are produced (Oermann, Lynn, & Agger, 2016). In addition, a scholar is responsible for seeking the strategies of patient education and the increase in nurses’ competencies, as well as the provision of tools or establishing a nurse-patient dialogue (Holly, 2014). For this reason, the key tasks that a DNP scholar has to accomplish include careful and accurate research and compliance with the related ethical and clinical standards for EBP studies.
Being a DNP scholar primarily means being able to prompt positive change in public health and nursing environment by developing programs for the needs of vulnerable groups. In addition, a DNP has to improve the existing guidelines for nursing practice by incorporating evidence-based and patient-centered approaches, and integrate the principles of interdisciplinary collaboration into the nursing environment. Thus, as a scholar, a DNP has to be capable of exerting positive influence and using leadership skills to build the platform for continuous improvements.
Daw, P., Seldomridge, L. A., Battistoni, S., & Belcher, A. E. (2018). Increasing the Number of Nurse Faculty with Doctoral Degrees: Outcomes of the Maryland Nurse Educator Doctoral Grant Program 2013-2018. Nursing Economics, 36(5), 213-218.
Holly, C. (2014). Scholarly inquiry and the DNP Capstone. New York, NY: Springer Publishing Company.
Oermann, M. H., Lynn, M. R., & Agger, C. A. (2016). Hiring intentions of directors of nursing programs related to DNP-and PhD-prepared faculty and roles of faculty. Journal of Professional Nursing, 32(3), 173-179. Web.