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Recording #2

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The primary purpose of conducting an evaluation of the DNP is to prepare for the accrediation process with the Commission on Collegiate Nursing. A key objective of the program is to prepare "individuals for leadership roles," and this evaluation is an attempt to determine the effectiveness of one of the programs stated objectives.

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Submitted by: Brian Keech for EDUC 804

Faculty Member: Jennifer H. Adams, Ph.D., Associate Professor School of Education

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http://www.drexel.edu/cnhp/academics/graduate/gradNursing

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Program Description:  The Doctor of Nursing Program (DNP) is designed to produce leaders in the nursing profession who are capable of evaluating the healthcare delivery system, communicating effectively and influencing health policy at the national level (Drexel University 2014). Through teaching and learning to utilize high level business administrative skills (finance and accounting, statistics, among others) and translating research into practice, and as a member of part of a larger educational system, the doctoral candidates within the College of Nursing and Health Professions are challenged to be leaders in their profession. DNP is an accredited on-line program consisting of forty-six (46) credits, fifteen (15) 3.0 credit courses and one capstone course (Drexel University 2014). Coursework includes statistics, nursing ethics, quantitative and qualitative methods in clinical nursing, applied epidemiology, health policy, economics, anesthesia, leadership, physiology and a host of other rigorous academic courses (Drexel University 2014). There are two possible tracks in this program, the Practitioner Track and the Executive Track. Nurses wanting to remain in clinical settings after they matriculate follow the Practitioner Track and those individulas interested in pursuing executive level management and nursing positions follow the Executive Track (Drexel University 2014). There is also a residency program requirement after the first full year of study, in the first summer session (Drexel University (2014). In lieu of a dissertation, a clinical project is required that must be defended before an academic committee.  An on-line defense of the clinical project is permitted (Drexel University 2014).  A Doctor of Nursing Practice Logic Model, attached to this Padlet Wall, demonstrates the value or purpose of this program, which is to improve the executive and clinicla research skills of professional nurses, to advance their careers and improve their competitive position vis-a-vis other nurse candidates in the same job market, and to prepare doctoral students to shape health policy and improve patient outcomes in hospital and other health cares settings.      

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Program Description:  The Doctor of Nursing Program (DNP) is designed to produce leaders in the nursing profession who are capable of evaluating the healthcare delivery system, communicating effectively and influencing health policy at the national level (Drexel University 2014). Through teaching and learning to utilize high level business administrative skills (finance and accounting, statistics, among others) and translating research into practice, and as a member of part of a larger educational system, the doctoral candidates within the College of Nursing and Health Professions are challenged to be leaders in their profession. DNP is an accredited on-line program consisting of forty-six (46) credits, fifteen (15) 3.0 credit courses and one capstone course (Drexel University 2014). Coursework includes statistics, nursing ethics, quantitative and qualitative methods in clinical nursing, applied epidemiology, health policy, economics, anesthesia, leadership, physiology and a host of other rigorous academic courses (Drexel University 2014). There are two possible tracks in this program, the Practitioner Track and the Executive Track. Nurses wanting to remain in clinical settings after they matriculate follow the Practitioner Track and those individulas interested in pursuing executive level management and nursing positions follow the Executive Track (Drexel University 2014). There is also a residency program requirement after the first full year of study, in the first summer session (Drexel University (2014). In lieu of a dissertation, a clinical project is required that must be defended before an academic committee.  An on-line defense of the clinical project is permitted (Drexel University 2014).  A Doctor of Nursing Practice Logic Model, attached to this Padlet Wall, demonstrates the value or purpose of this program, which is to improve the executive and clinicla research skills of professional nurses, to advance their careers and improve their competitive position vis-a-vis other nurse candidates in the same job market, and to prepare doctoral students to shape health policy and improve patient outcomes in hospital and other health cares settings.      

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1.Institution - Drexel University; 2. College - Nursing and Health Professions; 3. Department - Doctor of Nursing Practice; 4. Nursing Faculty; 5. DNP Students; 6.Residency Providers - Hospitals and Community Health Centers; 7. Funding organizations - corporations, foundations, federal, state and local government agencies; 8. Accrediting bodies - Commission on Collegiate Nursing Education; 9. Patients;

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Recording #1

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1. What is the professional level of employment of the student prior to entering the Doctor of Nursing Practice program?

2. In what specific way has this program improved your position at work (title, salary or responsibility), performance at work (communication skills, writing skills, analytic skills) or advanced your career?

3. What professional activities or personal accomplishments can you attribute to your participation in the Doctor of Nursing program (published books or articles in professional journals, presented at professional conferences or public hearings, changed policy in the administering of health services at a hospital or community health center, other)?

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1. Archival Data: Utilize pre-admission data from the participants application and student records to assist in answering the first question.

2. Survey data: Utilize a post graduation survey to gather information
about the participants to answer questions #1, #2 and #3. A variety of other questions could be developed to triangulate the responses and increase the validity of response data from the participants. The survey questions can be designed to collect both qualitative and quantitative data. Through the direct solicitation of reflective responses and open-ended questions, qualitative data may be gathered that might not otherwise be offered through multiple choice questions or rating scales. Quantitative data may also be collected with different survey questions such as two-choice, ranking or other types of quantitative survey questions.