Nursing workforce: a perspective for now and the future

The vital links between nursing workforce research and policy are clear. Documented findings on current and projected continued shortages of nurses have lead to new legislation and policies targeted to increase the numbers of qualified nurses and to improve the image of nurses. These initiatives will be effective only if there is concurrent leadership in the practice arena. Research and policy must be linked to practice through initiatives to strengthen leadership, develop new practice models that improve utilization of nurses and patient satisfaction, and strengthen nursing's participation in decision making in healthcare delivery.     

The Doctor of Nursing Practice: Looking Back,Moving Forward

In 2004, the American Association of Colleges of Nursing (AACN) began what promises to be at least a decade-long conversation about advanced practice nursing education, when they adopted the position to move the current level of preparation necessary for advanced nursing practice roles from the master's degree to the doctoral level by the year 2015. This conversation and subsequent resolutions to adopt the doctor of nursing practice (DNP) credential as the required terminal practice doctorate are at the center of discussions about nursing education throughout the nation. This article provides an overview of the development of doctoral education in nursing, reviews the literature that outlines the rationale for the degree, reviews the benefits and risks of a new doctoral degree for advanced practice nursing, and proposes suggestions for moving forward.     

Examining Doctor of Nursing Practice Clinical Competency

An assessment of post-master’s Doctor of Nurse Practice (DNP) education on clinical practice outcomes for master’s-prepared advanced practice registered nurses (APRNs) may inform DNP program development and practice. Electronic survey assessment of DNP-APRN perceptions of clinical competency after completion of post-master’s DNP education indicated engagement in DNP Essentials. Overall, DNP-APRNs report consistently engaging in competencies associated with Essentials I, II, III, VI, VII, and VIII, and to a lesser extent, competencies for Essential IV. These findings indicate DNP-APRNs function as change agents, patient advocates, and proponents of improved patient and community outcomes. Comparisons before and after DNP-APRN education are indicated for assessment of practice and program development.