Collaborative Section-Based DNP Project Faculty Workload Model.

Abstract

Background: The Doctor of Nursing Practice (DNP) degree culminates in the DNP project, a scholarly project aimed at enhancing health care systems aligned with national standards. While DNP projects are valued, they pose challenges due to resource-intensive demands including faculty time and effort.

Problem: Faculty workload models related to DNP projects have not kept pace with increasing enrollment and program expectations.

Approach: Consistent with national standards, a large public university convened a task force to examine faculty workload relative to DNP projects and to devise a more equitable and realistic model.

Outcomes: Task force output led to the creation of the Collaborative Section-Based Faculty Workload Model that resulted in increases in faculty satisfaction, retention, and student mentorship, while maintaining DNP project rigor.

Conclusions: The Collaborative Section-Based Faculty Workload Model responds to the challenge of balancing DNP project oversight with increasing time demands on faculty and increasing enrollment.