This core text for the DNP curriculum explores the historical and evolving advanced practice doctoral role as envisioned by leading DNP scholars and educators. The distinctive point-counterpoint format–consisting of commentaries that dispute or support the opinions of chapter authors–provides a foundation of varying opinions that stimulate vigorous critical dialogue. The second edition examines the latest developments in doctoral-level roles along with the specific skills that advance these roles. Seven completely new chapters examine the meaning of nursing roles that reflect how they are evolving in a variety of environments.
In addition to exploring in depth the basic roles of the DNP graduate, this new edition strengthens the primary DNP role–that of a clinical scholar. Highlighting the diverse range of views on the DNP mission, the book reflects on DNP competencies and focuses heavily on the variety of skills that are required to operationalize these competencies, including leadership, negotiation skills, leveraging technology to support practice, and others. New critical thinking exercises are included that are designed to expand the boundaries of ordinary classroom discourse.
New to the Second Edition:
New chapters include:
A Report on a National Study of Doctoral Nursing Faculty
When the DNP Chair Is a DNP Graduate
A Critique of the 2006 Essentials of Doctoral Education for Advanced Nursing Practice
New or enhanced Reflective Responses from leading scholars
New or revised critical thinking exercises to foster vibrant discourse
Emphasizes DNP role development with extensive contributions by leading DNP scholars
Translates American Association of Colleges of Nursing core competency skills into real-life applications of the DNP practice role
Provides a point–counterpoint format to stimulate vigorous class discussion and analysis
Accompanied by faculty PowerPoint presentations
About the Author
H. Michael Dreher, PhD, RN, FAAN, is the Elizabeth Bell LeVaca dean and professor, School of Nursing & Healthcare Professions, The College of New Rochelle, New Rochelle, New York. He has worked in the field of nursing for 32 years and was associate director of BSN programs, director of MSN programs, and founding chair of the Doctoral Nursing Department at Drexel University College of Nursing and Health Professions, Philadelphia, Pennsylvania. He developed the first MSN in Nursing Innovation in 2007 and one of the first Doctor of Nursing Practice programs in the country in 2005. This program included the first mandatory doctoral nursing study abroad program in the United States. He regularly contributes to scholarly publications on legal issues in nursing education and advanced practice doctoral nursing education and has coauthored four books, including Philosophy of Science for Nursing Practice: Concepts and Applications (2011, 2016, with Michael D. Dahnke, PhD), which received a 5-Star Doody Review in 2011 and was selected as a Core Doody Title 2011 to 2013; and two first-place American Journal of Nursing Books of the Year: Role Development for Doctoral Advanced Nursing Practice (2011, with Mary Ellen Smith Glasgow) and Legal Issues Confronting Today’s Nursing Faculty: A Case Study Approach (2012, with Mary Ellen Smith Glasgow and Toby Oxholm III, JD). He is the former associate editor for Clinical Scholars Review: The Journal of Doctoral Nursing Practice (where he edited a column on practice evidence) and Holistic Nursing Practice (where he edited a column on innovation in health and healing). He was a recent scholar in residence at the University of Connecticut School of Nursing in Storrs, Connecticut. He is well known as an innovator, an architect of forward-thinking nursing curricula, and a national and international scholar on the professional/practice doctorate. He was inducted as a fellow in the American Academy of Nursing (AAN) in 2012.
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