Consistent scholarship standards among DNP-prepared faculty needed: Actionable insights

Jayne Jennings Dunlap, Julee Waldrop, Rosalie Mainous, Cindy Zellefrow, Cindy Beckett, Bernadette Mezurek Melnyk

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

Abstract

DNP-prepared faculty report challenges and barriers to achieving success in academic roles when criteria for promotion includes scholarship. The purpose of this evidence-based initiative was to explore thoughtful scholarship standards for DNP-prepared faculty which can be adapted and transferred across academic institutions with the goal of elevating faculty scholarship. Given a paucity of available research evidence, a review and synthesis of non-research evidence was conducted. DNP scholarship standards from high-ranking intuitions were critically appraised, and this evidence, along with the diverse and collective expertise of the authors, was translated into recommendations for an inclusive model of rigor for DNP-prepared faculty scholarship. A template for appraising the scholarship of DNP-prepared faculty based on strategic evaluation of impact is included. Academic institutions may use this work to expand the fundamental level of evolving scholarship, determine parameters, and provide clarity and support to DNP-prepared faculty as they seek to progress in rank.

Original languageEnglish
Pages (from-to)58-63
Number of pages6
JournalJournal of Professional Nursing
Volume51
DOIs
StatePublished - Mar 2024

Bibliographical note

Publisher Copyright:
© 2024 The Authors

Funding

Formal mentorship programs have been recommended ( Cullen et al., 2017 ), with special attention paid to novice nurse educators ( Calaguas, 2023 ). Although much has been written about the importance of mentorship for academic faculty, limited literature exists on the outcomes of mentorship for DNP-prepared faculty. One study of an internal 3-year mentorship program for clinical non-tenure track faculty reported improvements in scholarly production, including increases in peer-reviewed publications, conference presentations, awards, and grants ( Shieh & Cullen, 2019 ). The Ohio State University College of Nursing has a Teaching Innovation, Excellence, and Scholarship Academy that includes both DNP- and PhD-prepared faculty (personal communication). A newly funded external mentorship program model was recently introduced for DNP faculty at Texas Woman's University (TWU) with positive initial outcomes ( Dunlap et al., 2023 ); the impact of the TWU model is largely supported by a grant with little institutional financial outlay. Such programs address the need for scholarship mentoring with clear, time-bound goals and active engagement at set intervals.

FundersFunder number
Texas Woman's University

    Keywords

    • Best practices
    • Clinical faculty
    • Doctor of nursing practice
    • Promotion
    • Scholarship standards

    ASJC Scopus subject areas

    • General Nursing

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