Provides important new content on specific ethical, leadership, and advocacy capabilities that advance the DNP role in nursing practice This core text for the DNP curriculum encompasses all facets of the evolving advanced practice role including diverse professional opportunities and options for career advancement. With ten completely new chapters, the third edition conveys the latest developments in doctoral-level capabilities, including the specific ethical, leadership, and advocacy components that advance these roles. New content addresses health equity, role negotiation, ethical and leadership dilemmas for the clinician, and the preceptor role in relation to doctoral-level advanced practice. Considering the predominance of students seeking the Nurse Practitioner role, the book emphasizes the clinical context for the DNP along with the new AACN Domain of Professionalism. There also are contributions from Nurse Midwives, Nurse Anesthetists, Clinical Nurse Specialists, and DNPs in the Nurse Educator role. The text is distinguished by distinctive Reflective Responses to the authors of all chapters. These may be characterized as a Point-Counterpoint feature--consisting of commentaries by scholars of varying points of view--that stimulates substantive critical dialogue. It examines the role of evidence--both practice-based evidence and evidence-based practice--in the context of clinical problems and policy formation and focuses on how the doctoral advanced prepared nurse can discriminate, translate, and sometimes generate new nursing evidence. The text addresses the need for both forms of evidence and underscores the importance of innovative healthcare intervention models. Included is practical information illustrated with examples geared for both BSN-DNP students and MSN-DNP students. Content on the DNP/PhD double doctorate and the impact of DNP leadership on organizations further examines the relationship between nursing practice, education, and science. Purchase includes online access via most mobile devices or computers. New to the Third Edition: Ten new chapters, including coverage of: COVID-19; BSN-DNP Trajectories; Practice-Based Evidence and Evidence-Based Practice; Health Equity; Role Negotiation, Ethical, Leadership, and Advocacy Roles; and 2021 AACN Essentials Expanded roles and content for students of varying experience levels Emphasis on the new AACN Domain of Professionalism throughout Key Features: Focuses on DNP role development with extensive contributions by leading DNP scholars and clinicians Delivers Reflective Responses in a Point-Counterpoint format to stimulate vigorous class discussion Provides critical thinking questions throughout including Reflective Response
Michael Dreher, PHD, RN, FAAN, ANEF, has long been an innovator in nursing and in healthcare professions both nationally and internationally. He is currently Professor and Interim Dean of Health Sciences and Acting Chair of the Department of Nursing at the College of Staten Island, City University of New York (CUNY). He oversees the DNP program as Chair. Previously, he was Assistant Vice President and Associate Provost at Medgar Evers College, CUNY, in Brooklyn. At Medgar, he launched a BS in Financial Economics, the first fully online undergraduate degree program at CUNY. He served as Associate Vice President for Healthcare Innovation and Special Projects at The College of New Rochelle from 2017 to 2019 and Dean of the School of Nursing and Healthcare Professions from 2014 to 2017. At Drexel, he co-created a 5-year Co-op BS in Nursing, which became the largest provider of baccalaureate-prepared nurses in Pennsylvania, and developed an MS in Nursing Innovation. As the founding Chair of the Doctoral Nursing Department, he also launched one of the first Doctor of Nursing Practice programs in the United States, which included the first mandatory study abroad program for doctoral students. He has served as Associate Editor of Holistic Nursing Practice, writing a column on "Innovation, Health, and Healing," Associate Editor of Clinical Scholars Review: The Journal of Doctoral Nursing Practice, and Column Editor for "Practice Evidence." He is recognized as a national and international scholar on the professional/ practice doctorate. In 2010, he was appointed as the only non-UK citizen to the UK Council on Graduate Education's 2011 Report on Professional Doctorates Review Panel. He is the co-author of six books, three of which have won the American Journal of Nursing Book-of-the-Year Award. His most recent book was by ME Smith Glasgow, HM Dreher, MD Dahnke, and J. Gyllenhammer (JD), Legal and Ethical Issues in Nursing Education: An Essential Guide, 2e (2021). He has been funded by the John A. Hartford Foundation, the Center for American Nurses, HRSA, and various other agencies. He was inducted as a Fellow in the American Academy of Nursing in 2012 and an Academy of Nursing Education Fellow in 2017. He is a graduate of the University of South Carolina, Widener University, and the University of Pennsylvania.Mary Ellen Smith Glasgow, PhD, RN, ANEF, FNAP, FAAN, serves as Dean and Professor of Duquesne University School of Nursing. Dr. Glasgow previously served as Associate Dean for Nursing, Undergraduate Health Professions, and Continuing Education and Chair of Undergraduate Programs at Drexel University. Dr. Glasgow was selected as a 2009 Robert Wood Johnson Foundation Executive Nurse Fellow. As dean, under her leadership, enrollment and NCLEX-RN scores increased, and research and scholarship has significantly expanded. The School is recognized as a national leader in nursing education, emphasizing social justice, digital technologies, and graduates with strong ethical reasoning skills. Recently, she led the development of the first dual undergraduate Biomedical Engineering and Nursing Program in the country, and a PhD in Nursing Ethics. Dr. Glasgow is an innovator in nursing and health professions both nationally and internationally. At Drexel, she created a BSN Co-op Program, BSN Accelerated Career Entry Program, Pathway to Health Professions Program, and other forward-thinking educational programs. She also advanced online pedagogy developing one of the largest online nursing programs in the country. She previously served as Associate Editor for Oncology Nursing Forum responsible for the Leadership and Professional Development Feature. She is the co-author of four books, two of which have won the?American Journal of Nursing?Book-of-the-Year Award, first place. Dr. Glasgow has authored over 100 articles and book chapters and has presented nationally and internationally. She was inducted as a Fellow in the American Academy of Nursing, NLN Academy of Nursing Education Fellow, and as a Distinguished Fellow in the National Academies of Practice. She has been honored with the Villanova University College of Nursing Alumni Medallion for Distinguished Contribution to Nursing Education and received the Distinguished Alumni Award from Gwynedd-Mercy University. Recently, she served on the Health Service Executive and National Nursing and Midwifery Quality-Care Metrics Project Team to develop quality metrics for the country of Ireland. Dr. Glasgow assumed the additional leadership position of Vice Provost for Research effective July 1, 2021. As vice provost for research, Dr. Glasgow provides strategic leadership, expertise and operational direction for all research activities at the University as they pertain to research needs, proposal development, implementation, infrastructure and growth. Michael D. Dahnke, PhD, is a philosopher and bioethicist. He received his PhD in?philosophy from Temple University and a BA in liberal studies from Bowling Green State University. In his career, he has worked across many interdisciplinary fields: Healthcare Ethics, Nursing Ethics, Medical Humanities, Healthcare Administration, Philosophy of Science in Nursing Practice, and Cultural Issues in Healthcare. His early work was in Aesthetics. He is the author and co-author of four books: Film, Art, and Filmart: An Introduction to Aesthetics Through Film (2007); first author on Philosophy of Nursing Science for Nursing Practice: Concepts (2011), which received a five-star review from Doody's (less than 2% of all health profession books reviewed earn this distinction). The second edition of this book (2016) received 2nd place in the American Journal of Nursing's Book-of-the-Year Awards in the Research Category. He was also co-author of ME Smith Glasgow, HM Dreher, MD Dahnke, and J. Gyllenhammer's (2020) Legal and Ethical Issues in Nursing Education: An Essential Guide. He has taught students in health care fields including nursing (Bachelors, Masters, and Doctoral), physician assistant, behavioral health science, and health care administration, as well as undergraduates from all types of majors in his Introduction to Philosophy, Ethics, Logic, and Business Ethics courses. He has published (and sometimes mentored undergraduate students as first author) in Critical Care Nurse, Journal of Bioethical Enquiry, Emergency Nursing, Advances in Health Sciences Education, International Journal of Healthcare Management, Journal of Neonatal Nursing, Holistic Nursing Practice, Auslegung: A Journal of Philosophy, MedSurg Nursing, and Philosophy Now. Dr. Dahnke's most influential work has been examining some fewer known aspects of the Terri Schiavo case, publishing "What we learn (and don't learn) from the Terri Schiavo autopsy" in Functional Neurology, Rehabilitation, and Ergonomics and "Levinas and the face of Terri Schiavo: Bioethical and?phenomenological reflections on a public spectacle and private tragedy" in Theoretical Medicine and Bioethics. He was previously Clinical Associate Professor in the Department of Health Administration and Division of Graduate Nursing at Drexel University and Clinical Associate Professor in the School of Nursing and Health Professions at The College of New Rochelle. He is currently Adjunct Assistant Professor at the College of Staten Island (City University of New York -- CUNY) and teaches at Seton Hall University. Valerie T. Cotter, DrNP, AGPCNP-BC, FAANP, FAAN is Associate Professor, Johns Hopkins University with a joint appointment in the School of Nursing and School of Medicine, Department of Psychiatry and Behavioral Sciences. She received academic degrees from Drexel University (DrNP), University of Pennsylvania (MSN), and University of Massachusetts (BSN). Dr. Cotter leads with four decades of sustained experience in nursing education, research, and specialty care of persons with dementia and their care partners. She has extensive teaching experience in academic nursing and interprofessional programs, as Director of the University of Pennsylvania's Gerontological Nurse Practitioner Program and Educational Director of the Alzheimer's Disease and Research Center as well as core faculty of Cognitive Impairment Programs at the Delaware Valley Mid-Atlantic Geriatric Education Center. She is a Fellow of the American Association of Nurse Practitioners and American Academy of Nursing, Cambia Health Foundation Sojourns Scholar, and co-editor/author of two books, over 50 publications and numerous national and international presentations.
SECTION I: HISTORICAL AND THEORETICAL FOUNDATIONS FOR ROLE DELINEATION AND PREPARATION IN DOCTORAL ADVANCED NURSING PRACTICE Chapter 1: The Historical and Political Path of Doctoral Nursing Education to the Doctor of Nursing Practice Degree Chapter 2: Professional and Doctor of Nursing Practice Roles in Nursing: A Theoretical and Historical Approach Chapter 3: The Evolution of Advanced Practice Nursing Roles Chapter 4: What is Evidence? Chapter 5: Engaging in Evidence-based Practice to Maximize Healthcare Outcomes by the Advanced Practice Registered Nurse SECTION II: PRIMARY AND SECONDARY CONTEMPORARY ROLES FOR DOCTORAL ADVANCED NURSING PRACTICE Chapter 6: The Role of the Practitioner Chapter 7: The Role of the Clinical Executive Chapter 8: The Nurse Educator Role with DNP Faculty Chapter 9: The Clinical Scholar Role in Doctoral Advanced Nursing Practice SECTION III: OPERATIONALIZING ROLE FUNCTIONS OF DOCTORAL ADVANCED NURSING PRACTICE Chapter 10: Law versus Ethics in Decision-Making in the Doctoral Advanced Nursing Practice Role Chapter 11: The Role of the DNP Graduate as Applied Statistician Chapter 12: The Role of the DNP in Addressing Health Equity Chapter 13: The Role of DNP Graduates in Academic Service Partnerships Chapter 14: Coaching in the DNP Executive Role: Linking Personal Development and Performance Enhance Leadership Athleticism Chapter 15: Negotiation Skills in New Doctoral Advanced Nursing Practice Roles Chapter 16: Three Real Career Role Trajectories from a Bedside Registered Nurse to a DNP-prepared Nurse Practitioner Chapter 17: Interdisciplinary and Interprofessional Collaboration: Essential for the Doctoral Advanced Practice Nurse Chapter 18: The DNP Graduate's Role in Health Policy and Advocacy Chapter 19: The Role of the Doctoral Prepared Leader During the COVID-19 Pandemic: Lessons Learned in Disruptive Times Chapter 20: Enhancing the Role of a Doctor of Nursing Practice Graduate: Two Models for Global Studies Experiences Chapter 21: The DNP-prepared Nurse as Preceptor Chapter 22: The Role of the DNP in Quality Improvement and Patient Safety Chapter 23: Stories of Successful Career Advancement Roles by DNP Graduates Chapter 24: Analysis of the 2021 Essentials of Doctoral Education for Advanced Nursing Practice: Where Do We Go From Here? Chapter 25: Today, Tomorrow, and the Future: What are the Critical Issues Facing Doctoral Advanced Practice Nursing?
