The mission and vision of the College of Nursing are accomplished though leadership by faculty, staff, and students. The leadership philosophy of the College embraces resiliency, shaping positive change, pro-active thinking, effective partnerships, and risk-taking toward creative possibilities.
DNP
Handbook
2014-2015
The DNP Program Handbook has been compiled as a resource for students and advisors. It is intended to provide annually updated program information as comprehensively as possible in one place. Information herein is based on College of Nursing requirements for the DNP Program. Policies, procedures, and requirements are subject to change and may be superseded by action of the Professional Graduate Nursing Program Committees of the College of Nursing.
Please contact us with any questions you may have: Susan Barnason PhD, RN,
APRN-CNS, CEN, CCRN, FAHA, FAAN Professor
Director, DNP Program
University of Nebraska Medical Center, College of Nursing 1230 “O” Street, Suite 131
Lincoln, NE 68588-0220 (402) 472-7359 - office (402) 472-7345 - FAX sbarnaso@unmc.edu Denise Ott, BA Office Associate
University of Nebraska Medical Center, College of Nursing Center for Nursing Studies, Office 50110
985330 Nebraska Medical Center Omaha, NE 68198-5330
(402) 559-2150 - office denise.ott@unmc.edu
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TABLE OF CONTENTS
MISSION & VALUE STATEMENT ... 2
PHILOSOPHY STATEMENT ... 2
GOAL & OUTCOMES ... 4
REQUIREMENTS FOR DNP PROGRAM ... 5
DNP COURSE DESCRIPTIONS ... 6
EXEMPLARS: FULL TIME & Part TIME POST MASTERS DNP PROGRAMS OF STUDY ... 9
REQUIREMENTS FOR DNP PROGRAM COMPLETION ... 11
DNP PROGRAM INTEGRATED SCHOLARLY PORTFOLIO (ISP) ... 11
DNP CAPSTONE PROJECT ... 12
CAPSTONE PROCESSES AND PROCEDURES ... 17
DNP OPTIONS FOR CERTIFICATION ... 19
INFORMATION ON CLINICAL INQUIRY ... 19
SOCIAL SECURITY & MEDICARE TAX EXEMPTION POLICIES ... 20
FOR STUDENT EMPLOYEES ... 20
DOCTORAL STUDENT SCHOLARSHIPS ... 20
CHECKLIST AND TIMELINE FOR dnp STUDENTS ... 22
APPENDIX A: DNP PROGRAM CURRICULUM VITAE FORMAT ... 23
APPENDIX B: TITLE PAGE FOR DNP INTEGRATED SCHOLARLY PORTFOLOIO ... 24
APPENDIX D: DNP CLINICAL PRACTICUM LOG ... 26
APPENDIX E: DNP CAPSTONE PROPOSAL ... 27
APPENDIX G: DNP CAPSTONE PROJECT FINAL REPORT FORMAT ... 29
APPENDIX H: TITLE PAGE FOR DNP CAPSTONE PROJECT ... 30
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MISSION AND VALUE STATEMENT
1The mission of the University Of Nebraska Medical Center College Of Nursing is "to improve the health of Nebraska through premier nursing education programs, innovative research, the highest quality patient care, and service to underserved populations." The goals of the College of Nursing reflect the mission statement and are embedded in the College of Nursing vision statement:
Deliver state of the art nursing education that blends traditional learning approaches with emerging learning technologies;
Offer health care and health systems solutions grounded in leading-edge nursing science;
Promote health, reduce the burden of illness, and lessen health disparities in Nebraska and beyond.
PHILOSOPHY STATEMENT
2The philosophy statement of the College of Nursing is consistent with the overall role and mission of the University of Nebraska Medical Center, which emphasizes education, research, patient care and outreach to underserved populations. This philosophy of nursing and nursing education is embedded in a milieu of commitment to quality of work and learning environments, respect for diversity, and an appreciation of scientific inquiry.
HUMAN BEINGS
Clients, students, faculty, and co-workers are viewed as unique human beings who are intrinsically valued and worthy of respect. Human beings are embedded in a cultural milieu. They have inherent rights and reciprocal responsibilities. Humans are in the process of constantly evolving and have potential for growth.
ENVIRONMENT
The environment consists of economic, social, cultural, legal, ethical, technological, ecological, and political forces which interact at local, state, regional, national, and global levels. The environment influences health and how health care is organized and implemented. Human beings interact with, influence, modify, and adapt to the environment. Nursing practice, education, and research are affected by and affect the environment. Environmental forces at all geopolitical levels influence the health care system.
HEALTH
Health is a dynamic, multidimensional process of developing which is influenced by biological factors, individual perceptions, cultural norms, and environmental forces. It is an important part of human experience and quality of life. Health affects and is affected by human need, potential, behavior and choice. The aim of health care is achievement of a fuller measure of health for all members of society. Achievement of this goal requires an integrated approach and partnerships between clients, health care
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Approved: February 2009 2
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professionals and the community. This approach includes promoting wellness and positive lifestyle; facilitating coping; preventing disease, dysfunction, and/or injury; and caring for those who are experiencing health problems. All members of society have a right to access health care.NURSING
Nursing is a scholarly practice discipline which integrates both art and science in the care of human beings as individuals and aggregates. The goal of nursing is to promote client health using knowledge, clinical judgment, skills, experience, and leadership. Nursing involves an investment of self in the establishment of reciprocal trusting relationships with clients and health team members. Nurses have a responsibility for ethical awareness in the social, political, legal, ecological, and economic arenas to serve as advocates for client health. The body of nursing knowledge is both experientially and scientifically developed and validated through nursing research and practice.
NURSING EDUCATION
Nursing is practiced in a health care environment characterized by cultural diversity and rapid advances in knowledge and technology that challenge learned rules, values, and beliefs. Nursing education facilitates development of the critical thinking and creative problem solving skills and the personal and professional integrity essential for practicing nurses to continuously learn, question, and refine the knowledge, values, and beliefs that inform their practice. Nursing education fosters multiple ways of knowing in the development of nursing knowledge, including scientific or empirical knowing, ethical knowing, personal knowing, aesthetic knowing, and others. Thus, the educational process includes the interactions that occur between teachers, students, health team members and clients that promote the development in students of clinical reasoning; psychomotor, communication and technology skills; ethical reasoning; advocacy; and personal and professional integrity.
Both teachers and students are responsible for actively engaging as partners in learning and for acquiring the attitudes and skills of life-long expert learners. The different knowledge, skills, and experiences of individual students and faculty are acknowledged in developing learning activities. The practice of teaching in nursing is recognized as a scholarly endeavor.
Professional nursing education at the baccalaureate level prepares graduates for practice as beginning nurse generalists. Master's education in nursing prepares nurses for advanced practice roles (nurse practitioner, clinical nurse specialist, and health systems nurse specialists). Doctoral education in nursing prepares nurses to assume leadership in the development of nursing knowledge.
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GOAL AND OUTCOMES
3GOAL
3The goal of the Doctor of Nursing Practice (DNP) program is to “prepare graduates for the highest level of nursing leadership and practice within organizations and systems, to improve health care delivery and patient outcomes at all levels and for diverse populations, to serve as faculty in nursing education programs, and to translate research findings for clinical practice”.
PROGRAM OUTCOMES
4Upon completion of the program, graduates will be able to:
1. Develop and evaluate new practice approaches based on theories and empirical evidence from nursing and other disciplines.
2. Demonstrate organizational and systems leadership for quality improvement/patient safety for health care systems and populations.
3. Design, implement and evaluate processes to improve health practices and outcomes at the institutional, local, state, regional, national, and international health delivery levels.
4. Demonstrate leadership in the selection, use, evaluation, and design of information systems/technology for improvement and transformation of health care.
5. Lead the development, implementation, and evaluation of health policy and its impact on health outcomes at the institutional, local, state, regional, national, and international health care delivery levels.
6. Engage in interprofessional collaboration in complex health care delivery systems.
7. Design, implement, and evaluate care delivery models and strategies to improve population health.
8. Demonstrate advanced levels of accountability and systems thinking to advance and uphold professional nursing values.
9. Demonstrate advanced levels of clinical judgment, systems thinking, and accountability in designing, delivering, and evaluating care in complex situations.
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Approved by PGNP Curriculum Committee: October 2012 4
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REQUIREMENTS FOR DNP PROGRAM
DNP PROGRAM CURRICULUM--REQUIRED COURSEWORK5 FOR 2014-2015 ACADEMIC
YEAR
Course Title Semester
Taught
Credit Hours
BIOS 806 Biostatistics Fall, Spring 3
EPI 820 Epidemiology Fall, Spring 3
NRSG 701 Implementing Evidence-Based Practice Fall 3
NRSG 702 Methods for Assessing Clinical Practice Outcomes Fall 3 NRSG 703
Changing Complex Systems to Improve Health Care Delivery
2 didactic credits, 2 practicum credits [90 practicum hours]
Spring 4
NRSG 704 Clinical Inquiry
Minimum 7 credit hours (315 clinical practicum hours)
Ongoing, after completion of prerequisites Minimum of 7 NRSG 705 Clinical Inquiry:
Development of the Capstone Proposal Problem Statement Summer 1 NRSG 706 Clinical Inquiry:
Development of the Capstone Proposal Literature Review Fall 1 NRSG 707 Clinical Inquiry: Development of the Capstone Proposal
Conceptual Framework and Methods Fall 1
NRSG 709 Health Care Policy Spring 3
NRSG 731 Transformational Leadership Summer 3
NSRG 755 Health Care Economics and Financial Management Fall 3
DNP COURSES: PRE-REQUISITES AND CO-REQUISITES*
Pre-requisites Co-requisites BIOS 806 orapproved graduate level statistics course None None
EPI 820: Epidemiology None None
NRSG 701: Implementing Evidence-Based Practice NRSG 731 Biostatistics NRSG 702: Methods for Assessing Clinical Practice
Outcomes NRSG 731
NRSG 701 Biostatistics NRSG 703:
Changing Complex Systems to Improve Health Care Delivery NRSG 731 NSRG 701 NRSG 702 NRSG 755 Biostatistics NRSG 709 EPI 820 NRSG 704: Clinical Inquiry NRSG 703 or permission of DNP Faculty Advisor and DNP Program Director
None NRSG 705: Clinical Inquiry:
Development of Capstone Proposal Problem Statement
Admission to DNP
Program None
NRSG 706: Clinical Inquiry:
Development of the Capstone Proposal Literature Review Same as NRSG 701 NRSG 701 NRSG 707: Clinical Inquiry: Development of the Capstone
Proposal Conceptual Framework and Methods Same as NRSG 702 NRSG 702
NRSG 709: Health Care Policy NRSG 731 None
NRSG 731: Transformational Leadership
**May be taken concurrently w/ Biostatistics. Pre-or co-requisite for all other DNP courses
None None
NRSG 755: Health Care Economics and Financial
Management NRSG 731 None
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DNP COURSE DESCRIPTIONS
BIOS 806: BIOSTATISTICS
This course is designed to prepare the graduate student to understand and apply biostatistical methods needed in the design and analysis of biomedical and public health investigations. The major topics to be covered include types of data, descriptive statistics and plots, theoretical distributions, probability, estimation, hypothesis testing, and one-way analysis of variance. A brief introduction to correlation and univariate linear regression will also be given. The course is intended for graduate students and health professionals interested in the design and analysis of biomedical or public health studies.
PREREQUISITE COURSES: None
CREDIT ALLOCATION: 3 credits, seminar
*Biostatics requirement will be waived if DNP student has BIOS 806 or equivalent within 5 years of admission to DNP Program.5
EPI 820: EPIDEMIOLOGY
This course is designed to prepare the graduate student, professional student or fellow to gain knowledge and skills in basic epidemiological concepts and applications. Major topics to be covered include sources of data, study designs, analytical strategies, interpretation of data, disease causality and control of public health problems.
PREREQUISITE COURSES: None
CREDIT ALLOCATION: 3 credits, seminar
NRSG 701: IMPLEMENTING EVIDENCE-BASED PRACTICE
This course builds on an understanding of the scholarship of nursing and the concepts of evidence-based practice. It will prepare students to critically evaluate theories, concepts, and methods relevant to the review, analysis, synthesis, and application of scientific evidence to nursing and interprofessional healthcare practice. The ethical, economic, cultural, and political implications of innovations in evidence-based practice will be explored.
PREREQUISITE COURSES: NRSG 731.
CO- or PRE-REQUISITES: BIOS 806 or equivalent, or permission of instructor CREDIT ALLOCATION: 3 credits, seminar
NRSG 702: METHODS FOR ASSESSING CLINICAL PRACTICE OUTCOMES
A variety of approaches can be used to evaluate health and practice outcomes. In this course, students will explore the strengths and weaknesses of different methodologies and data when compared to a variety of clinically relevant issues. Examples of methodological approaches include the use of surveys, observations, and/or interviews, and quality improvement processes. Examples of data include the use of secondary data sets and/or epidemiological data and clinical records data bases. The use of different methodologies combined with the cultural, ethical, political, and economic implications for practice will be explored.
PREREQUISITE COURSES: NRSG 731.
CO- or PRE-REQUISITES: NRSG 701, BIOS 806 or equivalent, or permission of instructor CREDIT ALLOCATION: 3 credits, seminar
NRSG 703: CHANGING COMPLEX SYSTEMS TO IMPROVE HEALTH CARE DELIVERY
Students will explore strategies to create, sustain, and evaluate change in complex micro-and-macro systems. Students will engage in futuristic visioning and scenario building to address emerging practice and health care problems. Solutions to complex systems issues will be proposed within the context of relevant ethical, political, economic, and cultural factors. Students will use collaborative and
interprofessional skills to explore proposed system solutions.
PREREQUISITE COURSES: NRSG 731, BIOS 806, NRSG 701,NRSG 702, NRSG 755
CO- or PRE-REQUISITES: NRSG 709, EPI 820 or permission of instructor
CREDIT ALLOCATION: 2 credits, seminar 2 credits Practicum (90 practicum hours)
5 Approved: March 2013
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NRSG 704: CLINICAL INQUIRY (CAPSTONE PROJECT)Students will further their exploration and analysis of their selected client, population, and/or system. Students’ own evidence-based analysis and data from either clinical practice and/or epidemiological studies will be used to guide the design and development of interventions directed at practice change, system changes, or aggregate health improvements. Analysis of socio-economic, cultural, ethical, and political implications continues. Building on the student’s work, practice interventions are refined. Under guidance of their academic advisor, students implement their designated project and evaluate. Plans for or evidence of dissemination occurs.
The clinical practicum hours provide students the opportunity to apply knowledge and newly acquired skills to the practice setting. Practice settings will vary depending on students’ interest and career goals. The primary aim of the practice work is to design, implement, and evaluate change that will improve health outcomes for individuals, families, communities, and/or populations. Overall, the DNP practicum experiences culminate in the Capstone project.
PREREQUISITE COURSES: All DNP required courses or permission of DNP Faculty Advisor and DNP
Program Director
CO-REQUISITES: NRSG 703
CREDIT ALLOCATION: 7 credits (315 practicum hours)6
NRSG 705: CLINICAL INQUIRY: DEVELOPMENT OF THE CAPSTONE PROPOSAL PROBLEM
STATEMENT7
Through clinical inquiry, students will further their exploration and analysis of their selected client, population, and/or system. Students’ own evidence-based analysis and data from either clinical practice and/or epidemiological studies will be used to guide the design and development of interventions directed at practice change, system changes, or aggregate health improvements. Analysis of socio-economic, cultural, ethical, and political implications continues. Building on the student’s work, practice interventions are refined. Under guidance of their academic advisor, students implement their designated project and evaluate. Plans for or evidence of dissemination occurs.
This is the first of 3 clinical courses that provides a foundation for the DNP program clinical inquiry that culminates in the implementation and evaluation of the DNP Capstone project. It extends the content and experiences of the didactic DNP courses. The student will work closely with his/her DNP faculty
academic advisor to develop the problem statement section of the DNP capstone proposal. Prerequisites/co-requisites: Admission to the DNP program
Credit allocation: 1 credit (clinical)
NRSG 706: CLINICAL INQUIRY: DEVELOPMENT OF THE CAPSTONE PROPOSAL LITERATURE
REVIEW7
Through clinical inquiry, students will further their exploration and analysis of their selected client, population, and/or system. Students’ own evidence-based analysis and data from either clinical practice and/or epidemiological studies will be used to guide the design and development of interventions directed at practice change, system changes, or aggregate health improvements. Analysis of socio-economic, cultural, ethical, and political implications continues. Building on the student’s work, practice interventions are refined. Under guidance of their academic advisor, students implement their designated project and evaluate. Plans for or evidence of dissemination occurs.
This is the second of 3 clinical courses that provides a foundation for the DNP program clinical inquiry that culminates in the implementation and evaluation of the DNP Capstone project. It extends the content and experiences of the didactic DNP courses. The student will work closely with his/her DNP faculty academic advisor to develop the review of literature section of the DNP capstone proposal.
Prerequisites/co-requisites: NRSG 701 Credit allocation: 1 credit (clinical)
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Approval for change in NRSG 704 prerequisites: March 2014 7 Approval of NRSG 705, NRSG 706 & NRSG 707: July, 2013
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NRSG 707: CLINICAL INQUIRY: DEVELOPMENT OF THE CAPSTONE PROPOSAL CONCEPTUALFRAMEWORK AND METHODS8
Through clinical inquiry, students will further their exploration and analysis of their selected client, population, and/or system. Students’ own evidence-based analysis and data from either clinical practice and/or epidemiological studies will be used to guide the design and development of interventions directed at practice change, system changes, or aggregate health improvements. Analysis of socio-economic, cultural, ethical, and political implications continues. Building on the student’s work, practice interventions are refined. Under guidance of their academic advisor, students implement their designated project and evaluate. Plans for or evidence of dissemination occurs.
This is the third of 3 clinical courses that provides a foundation for the DNP program clinical inquiry that culminates in the implementation and evaluation of the DNP Capstone project. It extends the content and experiences of the didactic DNP courses. The student will work closely with his/her DNP faculty
academic advisor to develop the conceptual framework and methods sections of the DNP capstone proposal.
Prerequisites/co-requisites: NRSG 702 Credit allocation: 1 credit (clinical) NRSG 709: HEALTH CARE POLICY
This course introduces students to health policy in the US government system and to the role of research in shaping health policy. Students will critically appraise a policy relevant to an area of research or practice and plan implementation strategies for policy change at the appropriate level of government. Students will develop verbal and written communication skills for effective translation of research and policy implications to lay and professional audiences.
PREREQUISITE COURSES: NRSG 731 or permission of instructor
CREDIT ALLOCATION: 3 credits, seminar
NRSG 731: TRANSFORMATIONAL LEADERSHIP
This doctoral seminar introduces the PhD and DNP student to the concepts and principles of
transformational leadership within the context of health care. Using complexity science as a theoretical foundation, the course challenges students to create new ideas, adopt new behaviors and explore new vulnerabilities from which to view and solve health care dilemmas. Transformational leaders are challenged to implement and sustain organizational and systems change to support the healing and caring that leads to improved health outcomes. The three major constructs of transformational leadership (self-transformation, patient centered transformation, health systems transformation) will be explored related to health outcomes.
PREREQUISITE COURSES: None
CREDIT ALLOCATION: 3 credits, seminar
NRSG 755: HEALTH CARE ECONOMICS AND FINANCIAL MANAGEMENT
Examination of health care economic trends, reimbursement issues, funding sources, and related ethical issues. Application of key principles and methods of financial analysis, cost analysis, budgeting, and business and grant planning.
PREREQUISITE COURSES: NRSG 731 or permission of instructor
CREDIT ALLOCATION: 3 credits, seminar
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EXEMPLARS:
FULL TIME AND PART TIME POST MASTERS DNP PROGRAMS OF STUDY
DNP Program: Full Time (FT) Plan of Study for POST MASTERS Students*
Course #
Title
Credits
Summer 2014 (Year 1)
BIOS 806 Biostatistics/or alternate approved graduate statistics course 3NRSG 705 Clinical Inquiry: Development of the Capstone Proposal Problem Statement 1
NRSG 731 Transformational Leadership 3
Fall 2014
NRSG 701 Implementing Evidence-Based Practice 3
NRSG 702 Methods for Assessing Clinical Practice Outcomes 3
NRSG 706 Clinical Inquiry: Development of the Capstone Proposal Literature Review 1 NRSG 707 Clinical Inquiry:
Development of the Capstone Proposal Conceptual Framework and Methods 1
NRSG 755 Health Care Economics and Financial Management 3
Spring 2015
EPI 820 Epidemiology 3
NRSG 703 Changing Complex Systems to Improve Health Care Delivery
(2 didactic/ 2 Clinical (DNP Practicum) credits) 4
NRSG 709 Health Care Policy 3
Summer 2015 (Year 2)
NRSG 704 Clinical Inquiry 4
Fall 2015
NRSG 704 Clinical Inquiry 3
TOTAL
35
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DNP Program: PART-TIME (PT) Plan of Study for POST MASTERS Students
Course #
Title
Credits
Summer 2014 (Year 1)
NRSG 705 Clinical Inquiry: Development of the Capstone Proposal Problem Statement 1NRSG 731 Transformational Leadership 3
Fall 2014
BIOS 806 Biostatistics/or alternate approved graduate statistics course 3
NRSG 701 Implementing Evidence-Based Practice 3
NRSG 706 Clinical Inquiry: Development of the Capstone Proposal Literature Review 1
Spring 2015
EPI 820 Epidemiology 3
NRSG 709 Health Care Policy 3
Fall 2015 (Year 2)
NRSG 702 Methods for Assessing Clinical Practice Outcomes 3
NRSG 707 Clinical Inquiry:
Development of the Capstone Proposal Conceptual Framework and Methods 1
NRSG 755 Health Care Economics and Financial Management 3
Spring 2016
NRSG 703 Changing Complex Systems to Improve Health Care Delivery
(2 didactic/ 2 Clinical (DNP Practicum) credits) 4
Fall 2016 (Year 3)
NRSG 704 Clinical Inquiry 4
Spring 2017
NRSG 704 Clinical Inquiry 3
TOTAL
35
*This table illustrates an approach for part-time plan of study. Other approaches are possible, as determined by the student and advisor.
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REQUIREMENTS FOR DNP PROGRAM COMPLETION
At the completion of the DNP program, students are recognized for1. Submission of a DNP Integrated Scholarly Portfolio. 2. Completion of DNP Capstone Project.
DNP PROGRAM INTEGRATED SCHOLARLY PORTFOLIO (ISP)
91. At the completion of the DNP program, students are recognized for their achievements in a selected area of expertise as documented in the DNP Integrated Scholarly Portfolio. This expertise is evident in their ability to complete a capstone project, communicate information to a variety of audiences and provide service through their professional and community endeavors and to demonstrate competency in all domains of DNP practice.
2. The DNP Integrated Scholarly Portfolio includes:
a. DNP Curriculum vitae (refer to Appendix A: DNP Curriculum Vitae format) b. DNP Clinical Practicum Log
c. Final DNP Capstone Project Report d. Service to the Profession
e. Attendance at professional/research meetings/conferences
f. Evidence of paper or poster presentation at professional/scientific conference
g. Exemplars representing scholarly work in DNP courses:
DNP Course Critical Course Assignment Completed
NRSG 731: Transformational Leadership Transformational Leadership paper
NRSG 755:
Health Care Economics and Financial Management
Business Plan and Practice Initiative
Project NRSG 701: Implementing Evidence-Based
Practice
Evidence Tables
Systematic review of the literature
NRSG 702:
Methods for Assessing Clinical Practice Outcomes
Microsystem plan
NRSG 703: Changing Complex Systems to
Improve Health Care Delivery System Change Clinical Project
NRSG 709: Health Care Policy
Policy Analysis paper
Influencing health practices/policy
paper
3. The DNP Integrated Scholarly Portfolio will be updated annually by January 31st and submitted
electronically to the DNP Academic Advisor and DNP Program Director. Refer to Appendix B: Title Page of DNP Scholarly Portfolio and Appendix C: DNP Program Approval Form for Final Integrated Scholarly Portfolio.
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DNP CAPSTONE PROJECT
DNP CLINICAL PRACTICUM REQUIREMENTS
Students must complete a minimum of 1000 post-baccalaureate practice hours. For post-master’s students, practice hours from the student’s MSN program will be evaluated and credit will be awarded for verified practice hours.
Students will further their exploration and analysis of their selected client, population, and/or system. Students’ own evidence-based analysis and data from either clinical practice and/or epidemiological studies will be used to guide the design and development of interventions directed at practice change, system changes, or aggregate health improvements. Analysis of socio-economic, cultural, ethical, and political implications continues. Building on the student’s work, practice interventions are refined. Under guidance of their academic advisor, students implement their designated project and evaluate. Plans for or evidence of dissemination occurs.
The clinical practicum hours provide students the opportunity to apply knowledge and newly acquired skills to the practice setting. Practice settings will vary depending on students’ interest and career goals. The primary aim of the practice work is to design, implement, and evaluate change that will improve health outcomes for individuals, families, communities, and/or populations. Overall, the DNP practicum experiences culminate in the Capstone project.
Objectives:
1. Design, implement, and evaluate new practice approaches or health practices to meet the current and/or future needs of patient populations at the institutional, local, state, national, regional, and/or international health delivery levels.
2. Actively engage in leadership to develop and evaluate health policy.
3. Effectively communicate and collaborate with a variety of professionals to create and implement change in complex healthcare delivery systems.
4. Design, direct, and evaluate quality improvement methodologies to promote safe, timely, effective, efficient, equitable, and patient-centered care.
5. Disseminate findings from evidenced-based practice and research to improve healthcare outcomes.
A minimum of 540 clinical practicum hours are for DNP post-masters students. DNP clinical practicum hours are taken in the following courses:
NRSG 703: Changing Complex Systems to Improve Health Care Delivery, 2 credits (90 hours) NRSG 704: Clinical Inquiry: Minimum of 7 credits (315 hours)
NRSG 705: Clinical Inquiry: Development of the Capstone Proposal Problem Statement, 1 credit (45 hours)
NRSG 706: Clinical Inquiry: Development of the Capstone Proposal Literature Review, 1 credit (45 hours)
NRSG 707: Clinical Inquiry: Development of the Capstone Proposal Conceptual Framework and Methods, 1 credit (45 hours)
The course NRSG 703 Changing Complex Systems to Improve Health Care Delivery includes a 2 credit hour practicum or 90 hours of clinical practicum. In this practicum students will select a micro or macro system and/or aggregate population of interest. Students will use newly learned system theories and models to evaluate their selected practice of interest. Students will begin to explore and integrate principles of finance, economics, health policy, ethics, and cultural diversity to develop and implement plans for practice-level and/or system-wide quality improvement. Students will employ interprofessional communication and collaborative skills in the design and evaluation of their quality improvement plans. Students will evaluate the intersection of the micro level with health care delivery system. Ethical implications of change will be analyzed.
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The DNP clinical practicum experiences culminate in the Capstone Project (described below) conducted in the course NRSG 704 Clinical Inquiry. NRSG 704 includes a minimum of 315 clinical practicum hours. In addition, NRSG 705, NRSG 706 and NRSG 707 are clinical practicums with 45 hours per course respectively. Additional hours may be needed to fulfill the DNP requirement of 1000 post-baccalaureate practice hours.DETERMINATION OF DNP CLINICAL PRACTICUM HOURS
1. Qualified APRN post-masters DNP students (nurse practitioner, clinical nurse specialist, certified nurse anesthetist, and midwife) with certification in their area of specialty are recognized as having a minimum of 500 hours clinical hours in their master’s program. These students will be required to complete a minimum of 500 DNP clinical practicum hours in their program of study.
a. DNP Post-masters students who do not have certification as APRN, but have graduated from a master’s program that prepared them as an APRN and were qualified at
graduation to certify as an APRN, will be recognized as equivalent to having 500 clinical hours in their master’s program. These students will be required to complete a minimum of 500 DNP practicum hours in their program of study.
2. Qualified post-masters students with a master of science in nursing leadership/administration will be evaluated based upon the total number of clinical hours in their master’s program.
a. Post-masters students who have certification as an Advanced Nurse Executive (NEA-BC), a Nurse Executive (NE-BC or CENP), or as a Certified Nurse Manager and Leader (CNML) are recognized as having a minimum of 500 hours clinical hours. These students will be required to complete a minimum of 500 DNP practicum hours in their program of study.
3. Post-master’s students who do not have advanced certification (NP, CNS, APRN-CRNA, APRN-CNM, NEA-BC, NE-BC or CENP, CNML) will be required to submit a professional portfolio that documents clinical activities and scholarship to meet the criteria for clinical hours for the DNP program. The portfolio should include a resume or curriculum vitae, and a description of the individual’s practice experience; academic and specialized programs of study in their
specialty area (including the number of clinical hours and type of clinical experiences). a. Students who do not meet the clinical hours through submission of a professional
portfolio will be evaluated and required to take DNP clinical residency hours in addition to DNP clinical practicum hours in their plan of study to provide an individualized clinical plan based on their background, experience and learning needs to complete the required 1,000 clinical hours for the DNP degree. In such cases, 45 clinical hours are the
equivalent of 1 semester credit hour.
b. DNP clinical residency hours will be in the student’s area of specialization and supervised by DNP program academic advisor.
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DNP CLINICAL PRACTICUM EXPERIENCES
The student and their DNP faculty academic advisor will discuss the site for the DNP clinical practicum experiences. The student will be responsible for arranging for a practicum experience within his/her work environment or another relevant practice setting. The DNP faculty academic advisor and student will verify that there is a contractual agreement between UNMC College of Nursing and the practice site selected.
A clinical mentor from the practice setting should be identified. It is preferable that this mentor have a graduate degree in a relevant healthcare discipline. The clinical mentor may provide feedback to the DNP faculty academic advisor; however the DNP faculty academic advisor is responsible for grading the DNP clinical practicum (NRSG Courses 704, 705, 706, & 707).
DNP Clinical Practicum hours include:
1. Direct care or practice contact hours
2. Practice experiences that are outside of the job description and responsibilities of the student. The
practice experience must have goals and learning outcomes completed during a mentored relationship with a clinical expert and/or faculty member
In depth work with clinical experts, including an interdisciplinary team
Meaningful engagement in the practice environment
Programmatic efforts to address a clinical practice issue
Mobilizing interdisciplinary teams to solve complex clinical problems
Significant meetings that related directly to the outcomes
Discussions with preceptor/mentor and others who can add to the outcome
Data collection and analysis
Organizational assessment of current standard of care and then to facilitate translation of
evidence based findings as needed into practice
The DNP student will keep a log of the clinical practicum hours. The DNP Clinical Practicum log will include the: a) approved objectives for the clinical practicum experiences, b) types of clinical
experiences/clinical learning related activities, c) clinical mentor (if applicable) and d) log of time related to clinical experiences/clinical learning related activities. See Appendix D: DNP Clinical Practicum Log
GUIDANCE OF THE CAPS TONE PROJECT
101. Guidance of capstone project is provided by individual DNP faculty academic advisor in conjunction with the Professional Graduate Professional Nursing Admission, Progression, Graduation and Scholarship (PGNPA) committee. This committee will oversee all capstone projects to insure appropriate scope and consistency of expectations. Students will not have individual capstone committees. However, they may have a clinical mentor and/or consultant, such as a stakeholder with an interest in a specific project.
a. Role of DNP faculty academic advisor/Chair Capstone Project will include assuming primary responsibility for guiding the student through completion of the doctoral project, to include guidance with:
i. Refinement of the written capstone project proposal ii. Completion of submission of an application to the IRB
iii. Implementation of the approved capstone project, including supervision of DNP clinical practicum.
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b. Role of Capstone Project Clinical Mentor and/or StakeholderA clinical mentor and/or stakeholder may be included as an expert or consultant on the student’s capstone project. The clinical mentor and/or consultant have practice, content or methodology expertise in the student’s area of interest and in particular in the student’s capstone project focus.
STATISTICAL CONSULTATION AVAILABLE FOR DNP STUDENTS
11Statistical consultation for the DNP capstone project will be available for the DNP student.
1. The DNP student and their DNP Faculty Advisor can make an initial joint appointment meeting for a 30 to 60 minute statistical consultation with a CON biostatistician*. Appointments should be made as students are preparing their DNP capstone proposal, after they have a fairly complete draft from working with their advisor, and PRIOR to submission of the proposal for final approval. The biostatisticians will also be available to answer questions before a draft is completed-to be sure communication is clear, all meetings need to be with students and their advisors.
2. The DNP student will submit the DNP proposal to the biostatistician prior to the meeting. The purpose of the meeting with the DNP student, DNP faculty advisor and the biostatistician would be to:
a. Review the purpose, aims, and methods (including design, measurement tools, data collection and planned data analysis) with the biostatistician.
b. Discuss proposal as it relates to the plans for data entry.
c. Discuss recommendations for data analysis and strategies to conduct the analysis (e.g., using SPSS).
d. Discuss the learning needs for the student to manage data collection, data entry, data analysis and interpretation of data analysis.
e. Discuss available resources to support the DNP students’ DNP project analysis (e.g., CON NNRC research website resources).
f. Discuss any additional plan for accomplishing the learning needs of the student.
*Further consultation with the biostatistician will be available if needed as the project is being carried out. Arrangements for any final analysis assistance need to be made well in advance of graduation: no later than October 15th for December graduation, March 15th for May graduation, and June 15th for August graduation. Students are permitted up to 5 hours of statistical consultation per semester. Please make an initial appointment with Leeza Struwe on the Lincoln campus for either an in person or by phone
consultation. Adobe Connect and other methods are also available. Send all documents, data files, etc. at least 3 days in advance of the appointment to Lstruwe@unmc.edu. Please book your appointment time at: http://leezastruwe.youcanbook.me/. If it is a phone consultation include the phone number where you and your DNP faculty advisor can be reached at your selected date and time.
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DNP CAPSTONE PROJECT PROPOSAL APPROVAL
121. The student will obtain approval from their DNP faculty academic advisor to submit their DNP capstone project proposal to the DNP program director. After review and approval by the DNP program director, the student’s proposal is sent to the Professional Graduate Nursing Program Admission, Progression, Graduation and Scholarship (PGNPA) committee. The specific components of the Capstone project proposal are delineated in Appendix E.
2. Process for DNP Capstone project
a. The DNP program director and the Professional Graduate Nursing Program Admission, Progression, Graduation and Scholarship (PGNPA) committee will review the proposed capstone project using the evaluation rubric (DNP Capstone Project Proposal Review Appendix F).
1) In the event that the Professional Graduate Nursing Program Admission, Progression, Graduation and Scholarship (PGNPA) committee has
recommendations for revision, the DNP student will confer with his/her DNP faculty academic advisor and make recommended changes/edits as indicated. When the revised DNP Capstone proposal has been approved by the student’s faculty academic advisor and DNP program director, a request for final
approval by the Professional Graduate Nursing Program Admission, Progression, Graduation and Scholarship committee (PGNPA) will be submitted by the DNP program director.
b. Institutional Review of DNP Capstone Proposal
c. The student will submit his/her capstone project proposal to the UNMC Institutional Review Board after their proposal has been approved by the Professional Graduate Nursing Program Admission, Progression, Graduation and Scholarship committee (PGNPA).
d. The student will also need to seek IRB approval from the practicum agency site. In some cases, practicum agencies will waive further IRB approval if UNMC IRB has approved the proposal. The letters of approval from UNMC IRB and the practicum agency IRB will be included in the final capstone project report.
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CAPSTONE PROCESSES AND PROCEDURES
PROGRESSIONS TOWARD THE CAPSTONE PROJECT
The DNP faculty academic advisor oversees the student’s plan of study, including the capstone project, beginning with the student’s acceptance into the DNP program. Planning for the didactic and practicum components of the DNP curriculum takes place concurrently. Specifically, plans for the capstone project begin early in the DNP program and evolve as the student progresses through the didactic course work. The 700-series of DNP courses is designed to build toward the student’s capstone project in the following ways:
NRSG 701: Students explore the evidence for practice change in their clinical areas, begin to identify a specific focus for their capstone project, and develop the building blocks for the components of the capstone project.
NRSG 702: Students begin to design their capstone project and identify methods for assessing and measuring outcomes
NRSG 703: Students identify system-level considerations relevant to their capstone projects. This course includes a DNP clinical practicum component (2 credits/ 90 clinical hours), which can be used for preliminary work on the capstone. By the completion of NRSG 703 (or shortly thereafter) students should have their plans for the capstone project well-developed and ready to move through the approval process.
By the completion of NRSG 703 (or shortly thereafter) full-time students should have a capstone plan that has been approved by the advisor and DNP program committee, and is ready for submission to the IRB.
Part-time students will likely have a more extended time frame for capstone approval, as they may have additional course work to complete after NRSG 703.
NRSG 704: Students develop, implement and evaluate their DNP capstone project.
NRSG 705: Students, with the guidance and mentorship of their advisor, develop the problem statement section of their DNP capstone project.
NRSG 706: Students, with the guidance and mentorship of their advisor, develop the review of literature section of their DNP capstone project.
NRSG 707: Students, with the guidance and mentorship of their advisor, develop the conceptual framework and methods sections of their DNP capstone project.
NRSG 709: Students explore the policy implications of practice change in their areas.
NSRSG 731: Students begin to explore the meaning of innovation, collaboration, and practice change to improve patient outcomes.
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SUMMARY OF STEPS RELATED TO THE CAPSTONE PROJECT
As students progress through the didactic course work: Advisors meet with students at least once a semester to discuss initial and evolving ideas about the capstone project.
Upon completion of the course work: Students prepare a plan (proposal) for the capstone.
Upon approved by the advisor: The plan is submitted to the DNP program committee.
Upon approval by the PGNPA committee: The plan is submitted to the IRB. .
During NRSG 704, Clinical Inquiry and other related clinical inquiry courses (NRSG 705, NRSG 706 and NRSG 707: Students engage in their clinical practicum for their capstone projects.
FINAL OUTCOMES OF DNP CAPSTONE PROJECT
131. Capstone projects will result in both written and presentation outcome products. These products may take different forms, based on the nature of the capstone and opportunities available to students. The final written DNP capstone project will be submitted to the DNP program prior to graduation. Refer to Appendix G for DNP Capstone Project Final Report Format. Also refer to Appendix H for a DNP capstone project cover page and Appendix I for a
DNP Program Approval Form for Capstone Project.
2. The written outcome could include either of the following options:
a. A final report, including an executive summary, suitable for dissemination to
stakeholders. “Stakeholder” is defined broadly and could be individuals working at any level in a healthcare system, consumer groups, advocacy organizations, legislative staff, etc. The final report should be in a style that is professional and at the same time readable and engaging for a non-academic audience. The final report and executive summary must be completed and approved prior to final DNP program completion and graduation.
i. The executive summary should be considered as a “stand alone” document that is a concise description of the project accentuating key findings and/or products produced and related implications. This is usually no longer than 1 page. The executive summary provides an overview of the project. Bullet point format is acceptable and should be used to conserve space in the executive summary. The summary should include the key points from the report: a) description of the project, b) review of evidence-based literature, c) results/findings, d) evaluation, and e) outcomes.
b. A manuscript suitable for publication in a peer-reviewed journal (preferably a practice journal). The manuscript should be written in the style of the target journal. It must be submitted to the journal prior to final DNP program completion and graduation, but does not need to have been accepted by time of graduation.
3. The presentation outcome could include either of the following options:
a. An oral presentation to stakeholders. Again, “stakeholder” is defined broadly. The presentation to stakeholders must be scheduled prior to graduation, although it may actually take place after the student has graduated. The PowerPoint for the presentation must be completed and approved by the advisor prior to graduation.
b. A poster or podium presentation at a professional meeting. The abstract for the poster or podium presentation must be ready for submission prior to graduation. However,
depending of the date of the Call for Abstracts, the student’s abstract may be submitted after graduation.
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DNP OPTIONS FOR CERTIFICATION
DNP students and graduates are encouraged to complete certification in a relevant content area based on individual career goals and areas of study. DNP graduates who are certified as nurse practitioners, nurse anesthetists or clinical nurse specialists are strongly encouraged to maintain that certification as evidence of clinical knowledge and skill. There are additional options for certification that relate to those DNP students and graduates that have a nursing leadership/administration focus that includes: Advanced Nurse Executive (NEA-BC), a Nurse Executive (NE-BC or CENP), or as a Certified Nurse Manager and Leader (CNML) .
INFORMATION ON CLINICAL INQUIRY
UNMC INSTITUTIONAL REVIEW BOARD
All clinical inquiry conducted as a student at UNMC must be approved by the UNMC IRB (even if the data will be collected in the community or another institution). All research proposals (including exempt) must have peer review in the College of Nursing before transmittal to the UNMC IRB office. Peer review is conducted by the CON Research Committee. Contact your advisor regarding specific requirements for IRB proposals.
Graduate students should submit their IRB application to the NNRC research office before submitting them to the IRB. Contact the NNRC office for current information.
Note. If a doctoral student has an NRSA or other research support where a portion of the monies are paid back to the NNRC for research support, the NNRC will provide full services, similar to what we provide for faculty, for submission of the student's IRB application.
On June 5, 2000, the NIH mandated investigator education in the protection of human subjects. This requirement represents a partial response on the part of the Federal government to the serious
compliance problems which have arisen at a number of institutions during the last two years. "Beginning on October 1, 2000, the NIH will require education on the protection of human research participants for all investigators submitting NIH applications for grants or proposals for contracts or receiving new or non-competing awards for research involving human subjects."
(NIH Guide, June 9, 2000).
The Association of American Universities (AAU) Task Force on Research Accountability which was co-chaired by President L. Dennis Smith issued a report on June 28, 2000 which stated that "Universities must ensure that all personnel (faculty, researchers, management, administrative staff) directly involved in human subjects research understand the applicable laws, regulations and ethical standards governing the protection of human subjects. All personnel engaged in the direct conduct of such research should be required to receive appropriate education designed for their level of involvement. Upon completion of training, an examination geared to each person's level of involvement should be administered, resulting in a designation (e.g., credentialing or certification) that the individual may engage in human subjects research."
In response to the NIH mandate and the AAU Task Force recommendations UNMC/NHS/UNO will require all key personnel involved in the conduct of human subjects research to be certified by CITI training. Key personnel are considered to be the following: (1) Principal Investigators, (2) Secondary Investigators, (3) Participating Physicians/Health Care Personnel and (4) Research Coordinators. This applies to all faculty, staff and students who fall into any of these categories.
Required web-based training program is on-line at www.unmc.edu/irb. The UNMC/NHS/UNO IRB does not approve research proposals unless all key personnel listed in Section 1 of the IRB application are certified.
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SOCIAL SECURITY & MEDICARE TAX EXEMPTION POLICIES
FOR STUDENT EMPLOYEES
See Student handbook
http://net.unmc.edu/care/docs/handbook.pdf
DOCTORAL STUDENT SCHOLARSHIPS
The American Assembly for Men in Nursingo http://aamn.org/scholarships.shtml
American Association of Colleges of Nursing
o http://www.aacn.nche.edu/Government/opps.htm
o http://www.aacn.nche.edu/Education/financialaid.htm
American Association of Critical-Care Nurses
o http://www.aacn.org/WD/Memberships/Content/bsngradschship.pcms
AACN Omaha-Council Bluffs Chapter
o Each year the Omaha-Council Bluffs Chapter of AACN offers scholarship money to its members for education, books, workshops, etc.
o Omaha-Council Bluffs AACN P. O. Box 31215
Omaha, NE 68131
American Association of University Women
o http://www.aauw.org/learn/fellows_directory
o AAUW offers scholarships to women for graduate study or advanced research
American Cancer Society-Oncology Nursing
o http://www.nlnac.org/ACS_Ad.htm
o The American Cancer Society sponsors scholarships to support nurses who are earning either a master's or doctoral degree with a specialty in oncology nursing.
American Holistic Nurses Association
o http://www.ahna.org/Resources/ScholarshipsandAwards/tabid/3796/Default.aspx
American Mensa Education and Research Foundation
o AMER gives the Rita Levine Memorial Scholarship to women who are returning to school after an absence of 7 or more years and is enrolled in an accredited college or university.
o http://www.mensafoundation.org/AM/Template.cfm?Section=Scholarships1
American Nurses Foundation
o http://www.anfonline.org/MainCategory/NursingResearchGrant.aspx
Business and Professional Women's Foundation (BPW)
o http://www.bpwfoundation.org/i4a/pages/index.cfm?pageid=1
o BPW offers several different scholarships for women. The scholarships are need-based.
Educational Loan Forgiveness Information
o http://www.hrsa.gov/loanscholarships/repayment/nursing/
o http://www.finaid.org/loans/forgiveness.phtml
Health Professions Prep Scholar Program for Native Americans
o https://www.cfda.gov/?s=program&mode=form&tab=step1&id=6831087ac1fa9b7eacba5f 1102c5de7e
Indian Health Service Loan Repayment
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International Chapter P.E.O. Sisterhood
o http://www.peointernational.org/
o Local P.E.O. Chapters sponsor female students for a variety of scholarship and financial aid projects
La Unidad Latina Foundations Scholarships
o http://www.lulfoundation.org/
Munroe-Meyer Institute
o http://www.unmc.edu/mmi
o Occasionally MMI will have traineeship available for graduate nursing students. Call the Director of Nursing at MMI (402) 559-5144) to see if funds are available.
NAACP Scholarships
o http://www.naacp.org/pages/naacp-scholarships
National Association of Catholic Nurses
o http://www.nacn-usa.org/
National Association of Hispanic Nurses
o http://www.thehispanicnurses.org/scholarship /
National Health Services Corp
o http://nhsc.hrsa.gov/
National Student Nurses Association
o http://www.nsna.org/FoundationScholarships.aspx
Nurses Educational Funds, Inc.
o These scholarships are given to candidates for master's and doctoral degrees who are deemed to have the highest potential for leadership in the profession of nursing.
o http://www.n-e-f.org/
Phi Delta Gamma - NU Chapter
o Nu Chapter, Phi Delta Gamma, an honorary organization for persons with advanced degrees, will provide an annual scholarship for a student enrolled in the Graduate Nursing Program at the University of Nebraska Medical Center.
Sigma Theta Tau International
o Monies are available for research from Headquarters and local chapters. Gamma Pi Chapter-at-Large at the UNMC College of Nursing also provides some scholarship monies.
o http://www.nursingsociety.org/default.aspx
Udall Scholarship
o www.udall.gov/
Additional information is available at Graduate Program orientation site
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CHECKLIST AND TIMELINE FOR DNP STUDENTS
Requirement Timing Necessary
Documentation
Date Completed
Faculty Academic Advisor
Assigned upon admission to the program
Prepare a Plan for the Capstone Project
By completion of course work in NRSG 703 prior to NRSG 704 Obtain Capstone Project
Approval from Faculty Academic Advisor, DNP Program Director and Professional Graduate Nursing Program Admission, Progression, Graduation and Scholarship (PGNPA) Committee
Before beginning the capstone project
Obtain IRB approval
After DNP Faculty Academic Advisor and DNP Capstone project approval and before beginning capstone project
Carry out Capstone Project During NRSG 704
Prepare written report and
oral presentation During NRSG 704
Approval of Capstone Project
Upon successful written and
presentation outcomes of DNP Capstone Project
Awarding of the DNP Degree
Upon successful oral and written
components of DNP Capstone Project & Final DNP Integrated Scholarly Portfolio
At least 1 week before the end of the semester, submit copies of the Capstone Project to the appropriate entities.
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APPENDIX A: DNP PROGRAM CURRICULUM VITAE FORMAT
Your contact Information: name, credentials, contact information (address, phone, email), education, work experience and other relevant skills. Personal information (e.g. age, marital status, children, hobbies, etc.) should be omitted.
Licenses and Certifications:
Indicate the type of license held and the state(s) in which you are licensed currently and the date of initial licensure in that state. Indicate whether you hold prescriptive privileges. Do NOT list the license number. Include any national certifications; name the specialty and the duration (including expiration date). Education
Include the university, degree completed, dates attended and major area of concentration of studies in columns beginning with highest degree and expected date of graduation.
Employment and Type of Positions Held:
Include a list of positions held at each institution, dates of employment, title and brief role description. Include in reverse order with most recent first. Include whether position was administrative, education, consultation, practice oriented and whether you were an RN or in an advanced practice role.
Scholarship:
Professional Publications: List the authorship, title and full citation of source for accurate retrieval.
Research and Grants: Indicate your involvement in submitting research grants and conducting research as investigator, co-investigator or participant. Indicate title of project, duration, date of completion and funding source. If you know the grant number, include that. Some persons include the amount of funding received as well.
Quality Improvement/ Performance Improvement Initiatives: List any projects you led in a clinical agency to improve care, title, duration, and date completed.
DNP Capstone Project: Include title of the project and completion date. Your portfolio will include an executive summary of findings.
Professional Presentations: Indicate only invited papers and competitive abstracts here. Include the authorship, title and organization sponsoring the conference, location and dates. This is not staff development presentations for in-service.
Honors and Awards: Professional recognition and awards are listed here. Include scholarships as well as service awards.
Service Activities: List any leadership roles and participation in committees on best practices, quality improvement, practice improvement, evaluation of outcomes and patient or provider satisfaction, interdisciplinary committees or patient education initiatives.
Professional Organizations: List professional organizations of which you are a member and duration of membership as well as any leadership roles held in the organization.
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APPENDIX B: TITLE PAGE FOR DNP INTEGRATED SCHOLARLY PORTFOLIO
University of Nebraska Medical Center
College of Nursing
DOCTOR OF NURSING INTEGRATED SCHOLARLY PORTFOLIO
by
Student Name
A scholarly integrated portfolio presented to the
Faculty of the University of Nebraska Medical Center College of Nursing
In Partial Fulfillment of the Requirements for the Degree
DOCTOR OF NURSING PRACTICE
Month/Year
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APPENDIX C: APPROVAL FORM FOR DNP INTEGRATED SCHOLARLY PORTFOLIO
COLLEGE OF NURSING
Doctor of Nursing Practice (DNP)
Program
Approval Form: Final Integrated Scholarly Portfolio
A copy of the final Integrated Scholarly Portfolio for:
has been approved by me.
(Student Name)
The student’s integrated scholarly portfolio contains the following:
Curriculum Vitae (in approved DNP program format)
Current contact information
Licenses and Certifications
Education
Employment and Type of Positions
Scholarship
Professional Publications
Research and Grants
Quality Improvement/Performance Improvement Initiatives
DNP Capstone Project (include title of project, completion date and copy of abstract/executive summary of final DNP capstone project)
Professional Presentations
Honors and Awards
Service Activities
Professional Organizations
Continuing Education Attended
Final DNP Clinical Practicum Log
Scholarly Work Completed in DNP Program (include as appendices to portfolio)
NRSG 731: Transformational Leadership (Transformational Leadership project)
NRSG 755: Health Care Economics and Financial Management (Business plan and practice initiative)
NRSG 701: Implementing Evidence-Based Practice (Evidence Table and Systematic Review of the Literature)
NRSG 702: Methods for Assessing Clinical Practice Outcomes (Microsystem Plan)
NRSG 703: Changing Complex Systems to Improve Health Care Delivery (System Change Clinical Project)
NRSG 709: Health Care Policy (Policy Analysis Paper & Influencing practice/policy paper)
This portfolio is submitted in fulfilling the DNP Integrated Scholarly Portfolio
requirements of the Doctor of Nursing Practice Program
.Advisor Date
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APPENDIX D: DNP CLINICAL PRACTICUM LOG
DNP Clinical Practicum Log
Objectives Date Description of Direct Care/
Practice Experiences
Total Hours
Cumulative Hours
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APPENDIX E: DNP CAPSTONE PROPOSAL
14The Capstone Project proposal should include the following:
1. Introduction
A. Problem Statement B. Purpose Statement C. Clinical Question
2. Review of the Literature
(including synthesis and summary of the state of the science relevant to the proposed capstone project)
3. Conceptual and/or Theoretical Framework
4. Proposed Methodology A. Design
B. Subjects C. Setting
D. Tools/ Measures
E. Proposed Intervention and Data Collection (including proposed timeline for proposed project)
5. Proposed Analysis
6. Significance and/or Implications
7. References
14 Adapted from: Moran, K., Burson, R., & Conrad, D. (2014). The Doctor of Nursing Practice Scholarly Project. Jones & Bartlett Learning: Burlington, MA
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APPENDIX F: DNP CAPSTONE PROPOSAL REVIEW BY PROFESSI ONAL GRADUATE NURSIN G PROGRAM
Admission, Progression, Graduation and Scholarship (PGNPA) committee
Capstone Project Title: DNP Student:
DNP Faculty Academic Advisor: Date of Review:
Component Satisfactory Unsatisfactory Comments
Introduction The introduction provides overview to support proposal.
Introduction poorly stated. Problem Statement The problem statement is clearly
stated and supported by relevant references.
The problem statement is not clearly stated and/or supported by relevant references.
Purpose statement and Clinical Question
The purpose and clinical question provide a compelling need for the project.
Does not clearly and concisely express the purpose and/or clinical question to be addressed. Review of the Literature Literature reviewed is an
organized, integrated summary providing relevant background. Evidence synthesized reflects a summary of the state of the science relevant to proposed topic.
Literature lacks
organization, flow and/or integration of relevant studies to provide proposal background. Lack of synthesized evidence to support the proposed project.
Conceptual and/or Theoretical Framework
Framework is relevant to the proposed project.
Framework not consistent with and/or relevant to project.
Proposed Methodology (study design, subjects, setting, tools/measures, proposed intervention & data collection)
Elements of the proposed methodology are well delineated. Including a realistic timeline for project implementation.
Implementation and/or evaluation plan lack specificity, clarity and/or realistic timeline. Proposed Analysis Analysis plan is well delineated,
with appropriate analyses proposed.
Analysis plan is lacks clear delineation and/or
analyses ins not well delineated and/or not appropriate.
Significance and/or Implications
Significance and/or implications of the proposed project are relevant.
Significance and/or implications of the proposed project are not well delineated or not relevant to proposed project.
References & Appendices
Provided relevant references and appendices.
Incomplete or limited references and /or appendices. Recommendation per PGNPA Committee Reviewer:
___Approved
___Approved with recommendations to be considered by DNP student and DNP Faculty Advisor ___Approved pending edits as specified on the evaluation form and/or on the DNP capstone proposal
Approved by Date:
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APPENDIX G: DNP CAPSTONE PROJECT FINAL REPORT FORMAT
The final report should contain the following:
1. Title Page
Identifies project, collaborating agency, date, student’s name and DNP status at
UNMC College of Nursing
2. Executive Summary or Abstract
A stand alone, concise description of project accentuating key findings and/or
products produced and related implications
3. Description of problem or issue addressed and significance
4. Purpose and Clinical Question addressed by capstone project
5. Methods used to implement and evaluate the project
6. Findings
Provide text presentation of all of the findings including charts and tables as
appropriate to portray findings visually to enhance reader/audience/stakeholder
understanding of the results.
7. Discussion
Provide an interpretation of the findings relevant to evidence-based guidelines and
scholarly literature. Include a description of the project strengths and limitations.
8. Conclusions
Summarize the conclusions emerging from the findings and discussion.
9. Recommendations
If relevant to specific project issue or problem addressed
10. References
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APPENDIX H: TITLE PAGE FOR DNP CAPSTONE PROJECT
University of Nebraska Medical Center
College of Nursing
DOCTOR OF NURSING PRACTICE (DNP)
FINALCAPSTONE PROJECT
TITLE OF DNP CAPSTONE PROJECT
by
Student Name
The final DNP capstone project presented to the
Faculty of the University of Nebraska Medical Center College of Nursing
In Partial Fulfillment of the Requirements for the Degree
DOCTOR OF NURSING PRACTICE
Month/Year
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APPENDIX I: DNP PROGRAM APPROVAL FORM FOR CAPSTONE PROJECT
COLLEGE OF NURSING
Doctor of Nursing Practice (DNP)
Program
Approval Form: Capstone Project
A copy of the final DNP Capstone Written Project Report/Manuscript for:
has been approved by me.
(Student Name)
This
student’s paper has also been presented, either as an oral or poster
presentation, with a copy of the presentation attached as an appendix to the final
written report/manuscript. This report/manuscript is being submitted in fulfilling the
DNP capstone requirements of the Doctor of Nursing Program.
Advisor
Date
The signed copy of this form is to be included after the title/cover page of DNP Capstone project written report/manuscript.