{"title":"Students' Perceptions of the Value of Learning the Skill Sets of a DNP-Prepared Nurse: An Exploratory Study.","authors":"Meigan Robb, Diane F Hunker","doi":"10.1891/JDNP-D-20-00002","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Students enter doctor of nursing practice (DNP) programs with varying interests and professional experiences. Little is known about how this impacts learning.</p><p><strong>Objective: </strong>To explore if differences existed in students' perceptions of task values related to learning the skill sets of a DNP-prepared nurse.</p><p><strong>Methods: </strong>Students were sent a link to a 17-item electronic survey consisting of demographic questions and nine statements based on competencies as outlined in <i>The Essentials of Doctoral Education for Advanced Nursing Practice</i> (American Association of Colleges of Nursing [AACN], 2006). Students ranked the statements in order of perceived value of performing after program completion.</p><p><strong>Results: </strong>Mean rankings of task values demonstrated the advanced practice registered nurse (APRN) group (<i>n</i> = 32) identified the most valuable skill as \"suggest an evidence-based change in professional practice based on the findings of published research articles and professional practice experience.\" The non-APRN group (<i>n</i> = 10) reported \"work collaboratively with other non-nursing healthcare professionals to improve patient and population health outcomes.\"</p><p><strong>Conclusions: </strong>Students' perceptions of the value of learning the skill sets vary amongst APRNs and non-APRNs, and are shaped by past professional experiences and future role demands.</p><p><strong>Implications for nursing: </strong>Findings provide faculty with knowledge that can be used to tailor teaching and engagement strategies.</p>","PeriodicalId":40310,"journal":{"name":"Journal of Doctoral Nursing Practice","volume":null,"pages":null},"PeriodicalIF":0.2000,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Doctoral Nursing Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1891/JDNP-D-20-00002","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"NURSING","Score":null,"Total":0}
引用次数: 1
Abstract
Background: Students enter doctor of nursing practice (DNP) programs with varying interests and professional experiences. Little is known about how this impacts learning.
Objective: To explore if differences existed in students' perceptions of task values related to learning the skill sets of a DNP-prepared nurse.
Methods: Students were sent a link to a 17-item electronic survey consisting of demographic questions and nine statements based on competencies as outlined in The Essentials of Doctoral Education for Advanced Nursing Practice (American Association of Colleges of Nursing [AACN], 2006). Students ranked the statements in order of perceived value of performing after program completion.
Results: Mean rankings of task values demonstrated the advanced practice registered nurse (APRN) group (n = 32) identified the most valuable skill as "suggest an evidence-based change in professional practice based on the findings of published research articles and professional practice experience." The non-APRN group (n = 10) reported "work collaboratively with other non-nursing healthcare professionals to improve patient and population health outcomes."
Conclusions: Students' perceptions of the value of learning the skill sets vary amongst APRNs and non-APRNs, and are shaped by past professional experiences and future role demands.
Implications for nursing: Findings provide faculty with knowledge that can be used to tailor teaching and engagement strategies.
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