DISCUSSION 11D

One post is written in response to fellow learners’ post and are each between 100-150 words. Response is substantive insightful and contain at least one reference.

Identify a major barrier that is personal or that may be present in your desired area of practice with consideration to information technology, communication, or patient care. (SLO 7.1, CO 1)

With consideration to collaborative practice, discuss how a DNP prepared nurse might overcome this barrier to practice. (SLO 7.1, CO 1)

My area of practice is academia. I teach Medical Surgical 1 and I am the course coordinator for the same class. A personal challenge is to overcome some bias that is present within the nursing department. Some of the PhD prepared faculty have stated they believe the DNP prepared nurse is not as good as a PhD. While I am in school and upon successful completion of this degree, I will continually seek out opportunities for collaboration with the goal to improve student learning. Examples of collaboration include active participation in course design and curriculum development. Mauro et al. (2018) found successful collaboration in developing robust simulation activities between the DNP and PhD team that ultimately improved student engagement and developed skills improving chronic disease management.

There are also Master of Nursing Science (MSN) prepared faculty members. My responsibility as a DNP prepared nurse is to lead by example and include their input with collaboration. They too, have experiences that are useful. As a scholar, I position myself to constantly look to improve my knowledge base to benefit others using available research and the sharing of data.

Teaching in an online forum is challenging especially when unfamiliar with some of the programs and how to implement certain software without losing the student/instructor connection. The pandemic may have permanently changed the way nurses are educated.  Distance education, live and virtual simulation may be a viable strategy to augment the nursing workforce. It is up to the doctoral prepared nurses whether research or practice based to set policies guiding prelicensure education, develop methods to evaluate competencies and use technology to solve workforce challenges (Williamson, et al, 2021).

Mauro, A., Tracey, D., LoGrippo, M., Brienza-Arcilla, D., Williams-Gregory, M., Shugg, S., and Byrne, C. (2018). Innovative PhD-DNP faculty collaboration to advance baccalaureate student population health competencies. Nursing Education Perspectives, 39(5), 305-308. doi:http://dx.doi.org/10.1097/01.NEP.0000000000000377

Williamson, K., Nininger, J., Dolan, S., et al. (2021). Opportunities in Chaos: Leveraging Innovation to Create a New Reality in Nursing Education. Nursing Administration Quarterly, 45, 159-168. https://doi.org/10.1097/NAQ.0000000000000464