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This post is completely correct in pointing out that nursing education is crucial in developing competencies that have a positive impact on clinical competencies and patient outcomes. There is no denying that statistically speaking, an increase in the number of nurses with BSN translates to better quality care for patients. For example, simulation-based training integrated into BSN education programs is directly connected to an increase in confidence and knowledge. This increase, in turn, translates to better chances to detect a clinically deteriorating patient reliably and perform an appropriate intervention in a timely fashion (Crowe, Evart, & Derman, 2018). Overall, it would be hard to argue that a high0quality nursing education is definitely conducive to better clinical performance and improved patient outcomes.
Yet the important thing to remember is that ‘high-quality’ remains the operative word, and, unfortunately, it is not always the case with nursing education in its current shape. For example, there is considerable variability in the nurses’ competency in evidence-based practice (EBP), and this assessment includes nurses with BSN as well (Melnyk et al., 2018). It suggests that not all academic programs ensure EBP competencies with an equal degree of efficiency despite the fact that these are positively crucial for successful nursing practice. As mentioned above, a greater number of nurses with BNP leads to better patient outcomes, and nurses with BNP report somewhat higher levels of competency in EBP than those without (Melnyk et al., 2018). These statistics mean that, in a grand scheme of things, the proportion of efficient educational programs is greater than that of less-than-efficient. Still, there is definitely room for improvement, and it is necessary to remember that it is the quality of nursing education rather than the mere fact of it that translates to better outcomes.
This post raises an important point discussing the differences between Doctor of Nursing Practice (DNP) and Doctor of Philosophy of Nursing (PhD). It is true that these terminal degrees in nursing differ in focus, intended purpose, and the time needed to complete them alike (Nickasch et al., 2018). The post does a good job of outlining this difference: while DNP is generally practice-oriented and focuses on the application in clinical settings, the PhD is mainly research-oriented. There is also no arguing that one’s nursing education, including the potential choice between DNP and PhD, should be taken in the context of one’s aspirations and intended career path.
That being said, it is necessary to emphasize that the differences between DNP and PhD are not set in stone and do not amount to a strict division of labor that rarely, if ever, transcends the divide between the two. While research focus is commonly associated with PhD, this association should not serve as grounds to omit the DNPs’ roles as scholars. If anything, achieving a DNP requires one to be a competent scholar and researcher in one’s own right and complete a scholarly DNP project. Moreover, some argue that the best way to foster these scholarly competencies is to promote DNP-PhD collaboration by pairing DNP-PhD faculty in DNP projects to assist DNP students’ comprehensive professional development (Carlson, Staffileno, & Murphy, 2018). In nursing, scientific research and practical application should go side by side, which is why the effective cooperation between PhDs and DNPs is positively crucial to move the nursing profession forward. Thus, while there are undoubtedly differences between these degrees, one should not perceive the two as firmly rooted in their respective specializations that rarely cross.
References
Crowe, S., Ewart, L., Derman, S. (2018). The impact of simulation based education on nursing confidence, knowledge and patient outcomes on general medicine units. Nurse Education in Practice, 29, 70-75. Web.
Melnyk, B. M., Gallagher-Ford, L., Zellefrow, C., Tucker, S., Thomas, B., Sinnott, L. T., Tan, A. (2018). The First U.S. study on nurses’ evidence‐based practice competencies Indicates major deficits that threaten healthcare quality, safety, and patient outcomes. World Views on Evidence-Based Nursing, 15(1), 16-25. Web.
Carlson, E. A., Staffileno, B. A., Murphy, M. P. (2018). Promoting DNP-PhD collaboration in doctoral education: Forming a DNP project team. Journal of Professional Nursing, 34(5), 433-436. Web.
Nickasch, B. L., Lehr, M. M., Schmidt, B., Henne, T., & Wippich, C. (2018). Current perceptions: The DNP-PhD divide. Journal of Doctoral Nursing Practice, 11(2),107-113.
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