Doctor of Nursing and Evidence-Based Practice

Being one of the two essential doctoral nursing degrees in the United States, the Doctor of Nursing Practice (DNP) opens an array of opportunities for addressing both theoretical and practical aspects of nursing by using evidence-based practice (EBP). The position of a DNP allows arranging organizational, managerial, performance-, and leadership-related tasks within a healthcare facility, thus encouraging continuous improvement and ensuring unceasing development. Due to the elements of EBP and theory-related options that it incorporates the DNP position can be deemed as the platform for building a successful career in nursing, at the same time advancing the nursing science and contributing to a rise in recovery rates.

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The actions of a DNP are defined by the principles of deontology and utilitarianism as the cornerstones for the contemporary ethics of nursing. Allowing a DNP to resolve a vast array of ethical dilemmas, the proposed framework incorporates the ideas of nonmaleficence, beneficence, and autonomy (DeCapua, 2015). Therefore, monitoring the compliance with the set ethical standards and the enhancement of core nursing values can be seen as crucial responsibilities of a DNP. Although the specified notions do not exclude the emergence of ethically challenging dilemmas, they help to resolve the specified concerns successfully (DeCapua, 2015). As a result, a DNP assists nursing services in upholding high standards of care.

To become a DNP, one must complete a Master degree and complete a post-graduation program. However, it is also crucial to acquire the experience of nursing to be capable of meeting the needs of diverse communities and contributing to the improvement in the quality of care. Furthermore, expanding one’s skills to develop research-related and leadership skills is a crucial step to become a DN. Indeed, apart from meeting patients’ needs, a DNP has to motivate nurses to grow professionally (DeCapua, 2015). With due efforts and focus, a DNP is likely to encourage not only professional growth among nurses but also the active patient education.

Taking the recent alterations in the specified area into account, one should mention that the state of DNP has undergone certain changes. For example, the role of DNP has been altered, with the educational aspect thereof becoming more pronounced in 2018 (VanderKooi, Conrad, & Spoelstra, 2018). The significance of coalition building within the DNP context has grown extensively, primarily due to the need to encourage nurse-patient communication.

Because of the steep rise of diversity within target communities, nurses have to operate as an interdisciplinary group, which implies the need to establish a multicultural dialogue with a patient and share knowledge actively among nurses. In addition, reconsidering the existing policies regarding the management of diverse patients’ needs has become a major trend in modern nursing, thus defining changes in the DNP area. The shift toward nurse and patient education allows boosting the levels of service quality and meet patients’ needs faster and more effectively than ever.

Thus, the applicant considers the DNP degree as a crucial constituent of being a successful leader in nursing and promoting the unceasing improvement in the quality of care. Because of the need to meet the requirements of an increasingly diverse community, a DNP has to navigate in a challenging setting and arrange the work of an interdisciplinary team (Ketefian & Redman, 2015). Herein lies the importance of experience for a DNP, who can determine the factors affecting the decision-making process and, thus choose the option that satisfies the needs of all stakeholders involved, patients being the most important audience.

Consequently, a DNP can influence the healthcare industry in a powerful manner by altering its focus and shaping its core values. As a result, approaches based on EBP, patient education, and the enhancement of patient-nurse communication will be promoted.

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DeCapua, M. (2015). Doctor of nursing practice: An origin story. Web.

Ketefian, S., & Redman, R. (2015). A critical examination of developments in nursing doctoral education in the United States. Revisto Latino-Americana De Enfermagem, 23(3), 363-371. Web.

VanderKooi, M. E., Conrad, D. M., & Spoelstra, S. L. (2018). An enhanced actualized DNP model to Improve DNP project placements, rigor, and completion. Nursing Education Perspectives, 39(5), 299-301. Web.

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