MOD NOTE: I know this is a "Hot Button", so I'd like to preemptively remind people to keep it:
1. Professional
2. On Topic
3. Constructive
Okay....now I'm going to take a stab at outlining a few different areas of this discussion. I combined a number of my previous posts from other threads to help outline my points....no sense trying to re-invent the wheel!. -t4c
DNPs aren't midlevel, they have doctorate degrees. In addition, these programs are not all online and there are not only a handful of them. (I don't know if you have noticed or not, but many educational programs are offered online these days). I think you will see that they will be the way of the future. I'm not sure if I am hearing ignorance or fear. In any case, it doesn't really matter. NP's and PA's really should stick together and get rid of this ridiculous "mid level" term.
Professionals wanting more education isn't a bad thing, but I think other professionals take pause because the education being delivered, combined with the implied scope changes, don't seem congruent.
There are really 3 different issues being discussed in this thread:
1. DNP Training / Classes
2. Online v. Residential
3. Change in Scope
DNP Training:
In general, there seems to be a lack of a core curriculum that matches up with what a doctorate typically encompasses. A doctoral degree is suppose to be the highest terminating degree in a particular field, and represent mastery in a given area. I don't see how mastery can be established if the coursework is so varied. If the only difference between an MS and a doctorate is a handful of random classes....should it really be a doctorate? How is that not a certificate or another MS or advanced training?
If the DNP is meant for advanced clinical training, the curriculum should primarily be clinical. If it is meant for research/stats training, why not a Ph.D? If it is meant for business classes, why not an MBA? If it is just a mishmash of those things....it sounds like, "a jack of all trades, and a master of none."
As someone finishing a doctoral degree, I'm perturbed that this coursework is passing for a doctorate....as it doesn't display mastery of the given area, nor does it seem a rigorous academic endeavor meant to prepare the person to represent the highest training in the chosen field. It is pretty frustrating to be honest.
Fulton & Lyon (2005) wrote an article that addresses some of my concerns, and I think it is a pretty good read (
http://www.medscape.com/viewarticle/514545_1, free sign up for access).
Here are some excerpts (with my bolding):
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Confusion is created when there is one degree proposed for varied outcomes and the functional role is not well articulated. Role refers to a constellation of functions for which an individual is responsible educator, administrator, clinical nurse specialist, and so forth and role preparation occurs in an academic setting where an individual learns to perform the circumscribed role functions. Educational preparation for each role is accomplished through completion of a distinct curriculum that prepares graduates to function in the scope of practice of the role.
*snip*
The notion that PhD programs are not necessary for effective practice raises questions about the nature of research and inquiry in a practice discipline. First, should PhD programs, with all inherent resources, be reserved for only those nurses who wish to become nurse researchers/scientists (Fitzpatrick, 1989)? That is, is the degree not appropriate or useful for nurses who intend to: (a) improve their own practice; (b) change clinical practice; (c) improve teaching; and/or (d) improve executive nursing administration? Second, are the theory development and testing competencies gained through a PhD too limited for disciplined inquiry in the practice setting such that program evaluation research is not a legitimate type of research to include in PhD programs? Third, while PhD programs in nursing are expected to be congruent with the gold standard of research-intensive preparation, with well-funded faculty mentors who have research intensive careers, is this model of PhD education in nursing not the most appropriate for the preparation of nurse scholars who desire non-academic careers such as administration (Edwardson, 2004)?
We believe that PhD programs can and do prepare nurse scientists for clinical settings and health care administration as well as academia.
SOURCE: Fulton, J.S., Lyon, B.L. (2005). The Need for Some Sense Making: Doctor of Nursing Practice. Online Journal of Issues in Nursing.
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fan4fan summed up my feelings well in this post from another thread:
In my mind, the DNP should be about providing hard-core sciences, advanced skills--not more theory, not more of this ethereal "nurse-speak." If I want to get a degree as an acute care nurse practitioner, then by golly I want some really solid critical care education. Education that goes way beyond the master's level. What I see being offered by most DNP programs doesn't look like what I want or need. A nurse theoretician isn't going to help me manage a critically ill patient.
Online v. Residential Training:
I was reading through a study by Anstine & Skidmore (2005) and they had a few points that help illustrate my issues with online learning.
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A few studies suggest that learning outcomes in the online environment are inferior or similar to those in the traditional environment. Hiltz et al. (2000) asked professors to describe how students learn best in virtual classrooms. Their results suggest that if students are actively involved in the class material, then students in an online class learn as much as they do in a traditional class. However,
if students are just responding to posted material, doing assignments, e-mailing them, and having them graded, or otherwise following correspondence-type class work, they do not learn effectively.
Harrington (1999) taught two statistics classes as part of a Master of Social Work program. She found that students with a high GPA (grade point average) that were enrolled in a distance-education statistics course did as well as those in a similar traditional class. However,
students with a lower GPA in the online class did not do as well as their counterparts in the traditional statistics class. Her study was constrained by a relatively small sample (94 students) and by not having much information about student characteristics. In addition, she noted that a limitation of her study was that there may have been some systematic differences between the students taking the classes in the two learning environments for which she did not control.
*snip*
Most recently, Brown and Liedholm (2002) found significant differences in the teaching formats. They examined student scores in three different introductory microeconomics classes-a live class, a hybrid class, and a virtual class. Their results showed that scores on simple test questions were similar for the three classes, but
students in the traditional class did much better on questions involving complex material. Some of this learning differential was attributed to the in-class students spending more time on the class work.
SOURCE: Anstine, J., Skidmore, M. A Small Sample Study of Traditional and Online Courses with Sample Selection Adjustment.
Journal of Economic Education. Washington: Spring 2005. Vol. 36, Iss. 2; pg. 107, 21 pgs.
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The more time I spend in the clinical setting, the more I see the value of F2F...as there are subtle nuances to things, particularly when learning it for the first time. I know for psychiatric presentation (what I am most familiar with), there is no substitute for seeing the variety of symptoms a pt may exhibit. People may argue that there isn't a difference in book learning, but I think learning online lacks that immersion feel that can be present in classroom learning, not to mention all of the learning that happens between classes, during breaks, over coffee, attending seminars/brown bags/workshops. "Campus" time is really a big component of learning and shouldn't be minimized.
I believe it has to do with immersion and taking advantage of the full experience, vs. taking classes here and there and just trying to get through it. For example, I've seen degree creep in Education (everyone and their brother going for an MS because they want the letters after their name and a bump in pay) and many/most look for the path of least resistance (typically online/distance learning).
I don't mean to generalize that
everyone is trying to do this, but considering there are entire threads/discussions on programs that are completely online and/or the easiest to get into.....it makes me wonder the true motivation of the individuals. A doctorate should really be about mastery and depth of education, as it is the highest terminating degree in each field, but it somehow has turned into finding the easiest/quickest way to cut corners, and that is concerning to me because I think it weakens the perception of everyone who pursues doctoral training.
People often complain that a person shouldn't have to suffer/work through a doctorate, but I'd argue that immersion and a rigorous course of study, combined with in-depth clinical application and application of research learning is
essential in any doctoral program...regardless if it is more 'clinical' in nature.
Ultimately, I believe all of the cutting corners diminishes the training, experience, and overall effectiveness of the degree. The path should be about wanting to become the best provider in your area of expertise, but it seems that for many it is about collecting letters, which is not going to garner the respect or acceptance of colleagues. Some may say they don't need the approval of others, but I think it would at last offer an opportunity to hear the criticisms/feedback and evaluate if there is anything that can be done to better address the concerns.
Change in Scope
I think NPs fill a vital role in the healthcare system, and I believe the current relationship of having a collaborating physician best utilizes both the skills of the NP and the additional training of the physician (when needed).....why change this now if there isn't a huge shortage or need in the area? It doesn't seem like there is a shortage of physicians willing to consult with NP's....and there doesn't seem to be a huge need for more autonomy for NPs, so why the push?
Autonomy is both about responsibility and training. I think being able to collaborate helps everyone involved. The community member gets services, the NP can provide care, and the physician can consult when needed, while not needing to get pulled for run of the mill stuff. It is up to the NP supporters to provide peer-reviewed empirically supported data that shows it is safe, feasible, and meets a need. If they can do that, then a move towards autonomy makes a lot more sense. Things can't be done because someone thinks they can do it, they need to show that it can be done.
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For anyone who took the time to read through my entire post....thank you! I think this is an important discussion to have, and I hope we can do it in a constructive way.