do you have to write a dissertation for dnp

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Doctor of Nursing Practice (DNP): Degree Description, Salary Expectations, and Steps to Earning One

Explore the world of Doctor of Nursing Practice (DNP) programs. Learn about DNP specialties, salary expectations, and whether pursuing a DNP is worth it. Education

• Table of Contents:
• DNP Overview

DNP Specialties

• Salary Expectations

Is a DNP Worth It?

Steps to earning a dnp.

The field of nursing is dynamic and ever-evolving, with nurses playing a pivotal role in healthcare delivery and patient outcomes. To meet the demands of this rapidly changing landscape and advance their careers, many nurses are turning to Doctor of Nursing Practice (DNP) programs.

In consideration of this, we've provided a comprehensive overview of what a DNP program entails, its key components, and the various types available to nurses. We dive into the reasons why nurses choose to pursue a DNP, including career advancement, enhanced clinical skills, and the potential for higher earning potential. Additionally, we provide insights into the different DNP specialties, the clinical experience required, and the importance of program accreditation.

Whether you are a registered nurse (RN) considering your educational path, an experienced nurse looking to elevate your career, or simply curious about the world of DNP programs, we've put together all of the valuable information to help you make informed decisions about your nursing journey.

What Is a DNP?

A DNP program is a doctoral-level education program designed to prepare advanced practice nurses for leadership roles in clinical practice, healthcare management, research, and policy development. The DNP is a terminal degree in nursing, and it represents the highest level of education for clinical nursing practice.

Here are some key characteristics and components of a DNP program:

• Advanced Practice Focus: DNP programs are often intended for experienced nurses who want to further their education and clinical skills. While the specific focus can vary, DNP programs commonly emphasize advanced nursing practice, including nurse practitioner roles, clinical nurse specialist roles, nurse anesthetist roles, and nurse-midwifery roles.
• Duration: DNP programs can vary in length, but they typically require a minimum of three years of full-time study beyond a Bachelor of Science in Nursing (BSN) degree or one to two years beyond a Master of Science in Nursing (MSN) degree for those entering with an advanced nursing degree.
• Curriculum: The curriculum of a DNP program includes a blend of advanced clinical courses, research and evidence-based practice courses, healthcare policy and leadership courses, and often a clinical residency or practicum. Students gain expertise in areas such as healthcare delivery systems, health policy, informatics, and population health.
• Doctoral Project or Dissertation: DNP programs typically require students to complete a doctoral project or a practice-oriented dissertation as a culminating experience. This project often addresses a real-world healthcare issue and contributes to evidence-based practice in nursing.
• Clinical Hours: DNP programs usually require a significant number of clinical hours to ensure that graduates are well-prepared for advanced clinical practice roles. The number of clinical hours can vary depending on the specialty and program requirements.
• Certification: Graduates of DNP programs may be eligible for national certification in their chosen advanced practice nursing specialty, such as Nurse Practitioner (NP) certification.
• Leadership and Advocacy: DNP programs also emphasize leadership skills, preparing nurses to take on influential roles in healthcare organizations, contribute to healthcare policy development, and advocate for improvements in patient care.

The DNP degree is becoming increasingly common as the preferred educational preparation for advanced practice nursing roles. It provides nurses with the knowledge and skills necessary to excel in clinical practice, healthcare leadership, research, and healthcare policy.

Why Earn a DNP?

Earning a DNP degree can be a valuable and strategic choice for nurses who aspire to advance their careers in the field of nursing. Here are several reasons why individuals might choose to pursue a DNP:

• Enhanced Clinical Skills: DNP programs offer advanced education and training, allowing nurses to refine their clinical skills and stay current with the latest evidence-based practices in healthcare. This leads to improved patient care and outcomes.
• Career Advancement: A DNP degree can open doors to leadership positions within healthcare organizations. Nurses with DNPs are well-prepared to take on roles such as nurse manager, clinical director, or chief nursing officer.
• Interdisciplinary Collaboration: DNPs are prepared to collaborate with professionals from various healthcare disciplines. This collaborative approach can lead to more comprehensive and patient-centered care.
• Teaching and Education: Some DNPs go on to become educators in nursing schools and universities, helping to train the next generation of nurses. DNP-prepared educators play a crucial role in shaping the future of nursing.
• Meeting Industry Demands: Many healthcare institutions and professional organizations are advocating for advanced nursing practice at the doctoral level. Earning a DNP can align with industry trends and position nurses for success in a changing healthcare landscape.
• Personal Fulfillment: For some nurses, pursuing a DNP is a personal goal that brings a sense of achievement and fulfillment. It allows them to reach the highest level of education in their field.

Types of DNP Degrees

• BSN to DNP: These programs are designed for individuals who hold a Bachelor of Science in Nursing (BSN) degree and wish to pursue a doctoral degree in nursing. These programs typically include both the Master's and DNP components, allowing students to earn a DNP without first completing a separate master's degree.
• MSN to DNP: These programs are intended for nurses who already have a Master of Science in Nursing (MSN) degree and want to further their education to the doctoral level. These programs focus primarily on the DNP curriculum and typically do not re-cover content from the master's level.
• Online DNP: These programs are offered through distance education, allowing nurses to complete their DNP studies online. These programs are often designed to be flexible and accommodate the schedules of working professionals, making it easier for nurses to continue working while pursuing their DNP.
• Direct Entry DNP: These programs are designed for individuals who have a non-nursing bachelor's degree but wish to become advanced practice nurses, such as nurse practitioners or nurse anesthetists. These programs typically provide the nursing education and clinical training necessary to become a registered nurse (RN) and then progress directly into the DNP portion of the program to achieve advanced practice.

DNP specialties vary depending on what you want to do with your career but largely focus on preparing you to be a leader in your field. There are additional specialties beyond the ones mentioned here, we're just covering the most popular.

Certified Nurse Midwife

A certified nurse midwife (CNM) is an advanced practice registered nurse (APRN) who has completed specialized education and training in midwifery. CNMs provide a wide range of healthcare services to women, including prenatal care, childbirth, and postpartum care. They also offer gynecological care, family planning services, and menopausal care.

Certified Registered Nurse Anesthetist

A certified registered nurse anesthetist (CRNA) is an APRN who administers anesthesia and other medications. They also take care of and monitor people who receive or are recovering from anesthesia.

Clinical Nurse Specialist

A clinical nurse specialist (CNS) is an APRN who can provide advice related to specific conditions or treatment pathways. They are clinical experts in evidence-based nursing practice within a specialty area, treating and managing the health concerns of patients and populations.

• Family NP: An FNP is an APRN who provides continuing and comprehensive healthcare for the individual and family across all ages, genders, diseases, and body systems in a primary care setting.
• Adult-Gerontology NP:  An AGNP is a nurse practitioner who specializes in continuing and comprehensive healthcare for adults across the lifespan from adolescence to old age. AGNPs can specialize by practicing in acute or primary care settings.
• Pediatric NP: A PNP is an APRN who specializes in the care of infants, children, and adolescents. PNPs are experts in diagnosing and treating common illnesses and injuries in kids, as well as managing chronic conditions such as asthma and diabetes.
• Neonatal NP: An NNP is an APRN with at least 2 years experience as a bedside registered nurse in a Level III NICU, who is prepared to practice across the continuum, providing primary, acute, chronic, and critical care to neonates, infants, and toddlers through age 2.
• Psychiatric-Metnal Health NP: A PMHNP is an APRN who helps care for patients with behavioral and cognitive conditions. They work collaboratively to develop and initiate a care plan for each patient and support family members and caregivers.
• Women's Health NP (WHNP): A WHNP is an APRN who diagnoses and treats common and more complex medical conditions with a focus on female patients. They provide care for women throughout their lifetime, including providing reproductive, gynecological, and obstetric care.

DNP Salary Expectations

According to PayScale , the average salary of a DNP-prepared nurse is $130,000 annually. However, several factors like location and experience can impact salaries.

DNP nurse salaries also vary according to industry specialization. According to the Bureau of Labor Statistics (BLS) , these APRN specialties earn the following salaries:

• FNP: $124,680
• CRNA:  $205,770
• Nurse Educator: $84,180
• CNM: $122,450

Whether earning a DNP is worth it depends on your individual needs and preferences. Here are some factors to consider:

• Career Goals: Evaluate your long-term career goals. If you aspire to work in advanced practice nursing roles, nursing leadership, healthcare policy, research, or nursing education, a DNP can provide the knowledge and skills necessary to excel in these areas.
• Specialty: Consider your nursing specialty and whether a DNP is the standard or preferred credential for advancement in that area. In some specialties, such as nurse practitioner roles, a DNP is increasingly becoming the preferred degree.
• Earning Potential: In many cases, earning a DNP can lead to higher earning potential. Advanced practice nurses with DNPs often command higher salaries than those with master's degrees.
• Job Market: Research the job market and demand for DNP-prepared nurses in your area or the region where you plan to work. Assess whether the DNP degree is valued by employers in your desired field.
• Professional Fulfillment: Consider your personal and professional fulfillment. If pursuing a DNP aligns with your passion for nursing and your desire to make a significant impact on patient care, it may be worth it for the sense of accomplishment and personal growth.
• Educational Commitment: Keep in mind that DNP programs can be demanding in terms of time, effort, and financial resources. Assess whether you are prepared for the commitment required to complete a doctoral program.
• Career Mobility: A DNP can enhance your career mobility and open doors to a wider range of job opportunities. It can also provide you with the flexibility to move between clinical practice, leadership, education, and research roles.
• Credentialing and Certification: Depending on your chosen specialty, a DNP may be required for national certification. Ensure that your educational path aligns with the certification requirements for your desired nursing role.
• Industry Trends: Stay informed about industry trends and any changes in nursing education requirements. The nursing profession is evolving, and a DNP may become increasingly important in the future.
• Personal Satisfaction: Consider how achieving a DNP may bring personal satisfaction and a sense of accomplishment. Some nurses find great fulfillment in reaching the highest level of education in their field.

Ultimately, whether a DNP is worth it depends on your unique circumstances and goals. It's advisable to research DNP programs, speak with mentors and colleagues in your field, and carefully assess how pursuing a DNP aligns with your career aspirations and values. Additionally, consider the return on investment in terms of the increased earning potential and career opportunities that may come with this advanced degree.

Earning a Doctor of Nursing Practice (DNP) degree involves a series of steps, which can vary slightly depending on the specific program and individual circumstances. Here are five general steps to earning a DNP:

Educational Preparation

• Step 1: Obtain a BSN degree or its equivalent. This is typically the first educational step in becoming an RN.
• Step 2: Gain nursing experience as an RN. Most DNP programs require applicants to have a certain amount of clinical nursing experience, often ranging from 1 to 2 years or more, depending on the program's requirements.

Choose Your DNP Program

• Step 3: Research and select a DNP program that aligns with your career goals and interests. Consider factors such as program specialization, location, format (online, on-campus, hybrid), accreditation, and admission requirements.

Admission and Enrollment

• Step 4: Apply for admission to your chosen DNP program. Admission requirements typically include submitting transcripts, letters of recommendation, a resume or curriculum vitae (CV), a personal statement, and sometimes Graduate Record Examination (GRE) scores.
• Step 5: Upon acceptance, enroll in your DNP program. Develop a plan of study in consultation with your academic advisor to ensure you meet all program requirements.

Complete DNP Coursework and Clinical Hours

• Step 6: Engage in DNP coursework, which includes advanced clinical courses, research and evidence-based practice courses, healthcare policy and leadership courses, and sometimes specialized courses depending on your chosen DNP specialty.
• Step 7: Fulfill the clinical hours requirement. DNP programs typically require a significant number of clinical hours, which can vary depending on your chosen specialty and program. During these hours, you will gain practical experience in your field of study.

Culminating Experience and Graduation

• Step 8: Complete a culminating experience, such as a DNP project or a practice-oriented dissertation. This is a significant research or practice-based project that demonstrates your expertise and contributes to evidence-based nursing practice.
• Step 9: Prepare and defend your DNP project or dissertation, if required by your program.
• Step 10: Meet all program requirements, including the completion of coursework, clinical hours, and the culminating experience.
• Step 11: Apply for graduation and receive your DNP degree upon successful completion of the program.

It's important to note that DNP programs can vary in duration and specific requirements, so it's crucial to carefully review the admission criteria and curriculum of the program you choose.

Frequently Asked Questions (FAQ)

How do I choose the right DNP specialty?

As the highest level of nursing practice education, choosing your DNP specialty should be a careful decision made through a combination of examining your professional background and aspirations as well as talking with individual schools about their programs.

What kind of clinical experience is needed for a DNP?

All DNP specialties will require that you have at least a BSN degree. You also will need to have a certain GPA depending on your program and may require completion of prerequisite exams before applying.

With your DNP you can train as an APRN or as an educator, administrator, executive, and more. For all DNP-APRN specialties, you will be required to complete 1000 hours of supervised hands-on clinical experience during your education.

Do DNP programs need to be accredited?

Yes, Doctor of Nursing Practice (DNP) programs should be accredited by either the Commission on Collegiate Nursing Education (CCNE) or the Accreditation Commission for Education in Nursing (ACEN) , which are the two major accrediting bodies for DNP programs in the U.S. and are recognized by the U.S. Department of Education.

About Carly Elliott , BSN, RN

Carly Elliott has 10 years experience as a BSN, RN and specializes in Hospice Palliative Care and Home Health.

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DNP VS. Ph.D. - 12 Key Differences Between DNP And Ph.D. In Nursing

Nursing is one of the few professions that’s associated with two different terminal degrees: the Doctor of Nursing Practice (DNP) and the Doctor of Philosophy in Nursing (Ph.D.). The former degree is a clinical doctorate designed for advanced practice nurses who are actively working to improve healthcare outcomes in medical settings and who are championing the leadership role that nurses play in bringing about those outcomes. The latter degree is a research-focused doctorate designed to advance the science behind nursing practice. As of 2019, 40,271 nurses in the U.S. held DNP degrees according to statistics generated by the American Association of Colleges of Nursing while 6,994 nurses held Ph.D.s in nursing. If you’re an advanced practice nurse who’s interested in reaching the highest echelons of your profession, the DNP vs. Ph.D. in nursing quandary may be one you find yourself thinking about frequently. Keep reading to discover 12 key differences between DNP and Ph.D. in nursing.

What is a DNP Degree?

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How Much Does a Ph.D. In Nursing Graduate Make?

DNP vs. Ph.D. in Nursing: What is the Difference?

1. the dnp focuses on clinical practice while the ph.d. focuses on academic research., 2. the ph.d. includes a dissertation project; the dnp includes a capstone project., 3. nursing ph.d. programs often involve a mentored teaching experience., 4. ph.d. programs prefer letters of recommendation that speak to the applicant’s academic history while dnp programs prefer letters of recommendation that speak to the applicant’s clinical experiences., 5. it takes longer to earn a nursing ph.d.., 6. dnp programs require a greater number of credits for completion of the degree., 7. dnps typically earn higher salaries than nursing ph.d.s., 8. dnps have a greater assortment of employment opportunities than nursing ph.d.s., 9. unless a nursing ph.d. is a certified nurse practitioner, his or her scope of practice is limited to bedside nursing., 10. nursing ph.d. graduates do not have to go through a periodic recertification process., 11. most universities will not offer tenure track teaching positions to dnps., 12. nursing ph.d. students are not responsible for completing a minimum number of clinical hours., conclusion - dnp vs. ph.d. in nursing: which one should you pursue.

What Is a DNP and Is It Worth It?

What is a Doctor of Nursing Practice (DNP) Degree?

A Doctor of Nursing Practice degree, or DNP, is a terminal degree in nursing, meaning that there is no higher level of education available for practice-based training in nursing. Nurses who have their DNP are sought after for positions in nursing leadership focused on clinical applications and are considered key players in the future of healthcare in the United States. 

The Doctorate of Nursing Practice (DNP) is ultimately designed to produce leaders in nursing. DNP-prepared nurses possess the highest level of nursing expertise and work either in a clinical setting or leadership role upon obtaining the required credentials. They have the knowledge to influence healthcare outcomes through organizational leadership, health policy implementation, and direct patient care. 

Popular Online Doctor of Nursing Practice (DNP) Programs

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Enrollment: Nationwide

• DNP - Educational Leadership

Enrollment: Nationwide, excluding NY and WA.

• DNP - Family NP
• DNP - Adult Gerontology Acute Care NP
• DNP - Nurse-Midwifery/Women's Health NP
• DNP - Women's Health NP

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If you’re considering a DNP degree, you might be having a hard time deciding if it’s right for you. There are strong opinions on the degree throughout the nursing community, and while some are true, there are also a lot of myths. Before I decided to pursue my DNP, I heard all sorts of comments, 

• “The DNP is a watered-down Ph.D.”
•  “The DNP is another excuse to squeeze more money out of nursing graduates.” 
• “The DNP is not worth it.” 

You may have found this article as a brand-new researcher who knows very little about the DNP. I’m here to share the first-hand experiences I received while trekking toward and completing my degree, including, 

• Debunk myths and false information about the DNP degree
• Provide valid resources regarding the DNP
• Explain the DNP meaning and what it's like to earn a DNP
• Discuss the career outlook - benefits, salary, job growth, specialties, requirements

5 Things to Know Before Pursuing a Doctorate of Nursing Practice (DNP)

1. the dnp is a degree, not a role.

This is an important distinction that people often get confused about. A DNP is an educational credential awarded by academic institutions upon the completion of a rigorous doctoral-level program. It signifies a high level of education and training in the nursing field, similar to how a Ph.D. signifies a high level of education in research fields.

Other degrees include a Doctorate of Philosophy in Nursing (Ph.D.), a Master of Science in Nursing (MSN), or a Bachelor of Science in Nursing (BSN).

On the other hand, examples of roles are Advanced Practice Registered Nurses (APRNs) or Registered Nurses (RN). You need a certain degree to fulfill these requirements of these roles and to sit for each of the required certification exams.

2. Earning Your DNP Does Not Make You a Physician

The training of a doctorally educated Nurse Practitioner versus a physician is very different. A DNP is an advanced nursing degree focusing on clinical practice, leadership, and applying research to improve patient care, whereas physicians with an MD or DO complete medical school and extensive residency training. Both are imperative and valuable to patient care, but they are not the same.

3. Not all DNP Programs are Created Equal 

Do extensive research on your program to make sure you will meet the educational requirements of the  APRN Consensus Model  if you plan to practice as an Advanced Practice Registered Nurse (APRN) upon graduation.

4. You Can Have a DNP and Not Practice as an APRN 

With a DNP,  you can choose to focus on either a practicing role as an APRN or a non-practicing role focused on leadership, healthcare administration, academia, or healthcare policy (more on that in the next section). APRNs include nurse practitioners, nurse midwives, nurse anesthetists, and clinical nurse specialists. 

5. You Can Still Earn a Masters for APRN Training

Although the AACN is suggesting all master’s in nursing programs transition to doctorate programs for APRN training, many master’s programs still remain for APRN training.

However, nurse anesthetist programs are now required to be at the doctoral level, specifically the Doctor of Nursing Practice (DNP) or Doctor of Nurse Anesthesia Practice (DNAP). The Council on Accreditation of Nurse Anesthesia Educational Programs (COA) mandated that all entry-level nurse anesthesia programs must transition to awarding doctoral degrees by 2025.

Where Do DNPs Work?

DNP-prepared nurses generally work in one of two settings: 

• Leadership and administration roles 
• APRN direct patient care roles

Leadership and Administration DNP Roles

DNP-prepared nurses who choose to work in leadership and administration play a key role in strengthening executive nurse leadership roles and directly influencing healthcare outcomes through scientific findings.

They play an essential role in creating innovative care programs that are not only sustainable but also economical. 

In the workforce, you may find DNPs in the following roles, 

• Nurse management
• Organizational leadership
• Health policy - state and national
• Health informatics systems

DNP Direct Patient Care Roles

DNP graduates who take the advanced practice nursing (APRN) pathway will provide direct care to patients, including managing, assessing, and evaluating care. 

DNPs who focus on advanced practice nursing are required to sit for the advanced practice registered nurse (APRN) certification exam. They may also be required to sit for advanced specialty certification as well. 

• Nurse Midwife (CNM) - professionals who provide reproductive health services before, during and after childbirth. They also provide primary care and counseling throughout infancy.  
• Nurse Anesthetist (CRNA) - professionals who work collaboratively with the healthcare team to administer anesthesia.
• Family Nurse Practitioner (FRNP)
• Adult-Gerontology Nurse Practitioner
• Neonatal Nurse Practitioner
• Pediatric Nurse Practitioner
• Psychiatric-Mental Health Nurse Practitioner
• Women’s Health Nurse Practitioner

Is a DNP Different From a Ph.D.? 

There are only two doctoral-level degrees in the nursing profession - the Doctorate of Nursing Practice (DNP) and the Doctorate of Philosophy (Ph.D.)

Both degrees are terminal degrees, which means that neither is considered more “advanced” than the other. However, it’s important not to confuse the two. 

Upon earning the proper credentials, both DNP and Ph.D. graduates are eligible to work as nurse practitioners. If you’re planning to work as a Nurse Practitioner after graduating and you earn a Ph.D., you’ll typically need a post-graduate certificate. The Ph.D. degree is heavily research-focused and generally pursued by those interested in scientific and scholarly work.

A practice-focused degree will focus more on translating and implementing evidence into practice. While both degrees require extensive research reported in a final DNP Project or dissertation, practicing doctorates generally include integrative practice experiences, and the manuscript is like “telling the story” of research implementation.

Is a DNP Worth It? Reasons to Earn a DNP

• The doctorate degree may soon be the standard entry-level requirement for certification and licensure in advanced nursing practice. In 2004, members of the American Association of Colleges of Nursing (AACN) voted to increase the requirements of advanced practice nursing from a master’s degree to a doctorate level.
• The DNP curriculum builds upon the master's by including training in evidence-based practice, systems leadership, informatics, and quality improvement in nursing . Ultimately, the DNP produces “leaders” in nursing.
• The current healthcare environment demands nurses possess a comprehensive skill set of scientific kno wledge, outcome measurement, and leadership qualities to ensure the best patient outcomes.
• Doctorally educated nurses are needed to address shortages of doctorally prepared nursing faculty , increasing educational expectations, and national concerns about healthcare quality. Of note, a practicing doctorate is not new in other professions; nursing is simply moving in the same direction. Pharmacists obtain the PharmD, Psychologists can obtain a PsyD, Physical Therapists obtain the DPT, Audiologists obtain the AudD, etc.
• Access to opportunities in a variety of settings that were previously unattainable to those without a DNP degree, from private practice to hospitals to universities and more.
• DNP salary and pay prospects will continue to increase for years to come. According to the Bureau of Labor Statistics , advanced practice nurses earned an average annual salary of $129,480 in 2023. 

>> Show Me DNP Programs

How Do You Get a DNP?

Most DNP programs have multiple specialties to choose from, including adult acute/primary, pediatric acute/primary, women’s health, family medicine, emergency medicine, neonatal, psych, and nurse anesthesia. These programs can be completed in three, four, or sometimes five years.

There are several tracks one can take toward earning a DNP:

• BSN-DNP: I completed a BSN to DNP program with a specialty in Adult-Geriatric Acute Care (AGAC). Upon completion, I met the requirements to sit for my AGAC-Nurse Practitioner and AGAC-Clinical Nurse Specialist certification exams. Therefore, once I pass both exams, I will be a doctorally educated, dual-board-certified APRN (it’s confusing, I know).
• MSN-DNP: One can already have a master’s degree, be working as a board-certified APRN in a given specialty, and go back to school to complete their DNP coursework.
• Post-Master’s DNP: Options are available for administrators or educators who work in healthcare to get their DNP without repeating coursework. This option is beneficial for applicants with MPH, MBA, or MPA.

How I Decided to Earn My DNP

  My certainty regarding the DNP did not come full circle until the beginning of my third year. At times, I did not exactly understand what I was doing, but at my core, I knew I wanted to help lift the profession to the next level. 

I learned to trust the process and not only grew as a researcher, leader, and clinician, but grew exponentially as a human being through the degree. 

I feel equipped to educate new nurses, lobby for nursing policy, implement evidence into practice, and I have a better understanding of the historical aspects of nursing that have led us to our current state.

My Experience Earning My DNP

The purpose of my DNP project was to initiate palliative care consultations for end-stage heart failure patients in the cardiac critical care unit. I had a foundation of research, and heart failure guidelines, known as a literature review, strongly suggested palliative care consultations were necessary to provide the best care for patients. 

Easy, right? Not exactly. 

The DNP walked me through the process of making the current research become reality while taking into consideration stakeholders, unit culture, organizational behaviors, financials, and measurable outcomes. My research was not considered generalizable and was most beneficial to my institution. My manuscript encompassed my original plan, plus the story and the difficulties I encountered.

Why The DNP Was Worth It For Me

I wholeheartedly believe in the training of this degree and would not change my academic path. I feel pressure to deliver as an expert clinician first and foremost, but then to expand upon my leadership abilities to promote and professionally represent the DNP. I plan to use my inclusive education to its full extent in the future and feel equipped to tackle clinical, academic, organizational, and systemic challenges to advocate for the nursing profession.

Completing the BSN-DNP AGAC-NP/CNS track was my hardest academic challenge to date, but graduating was my proudest moment.

Keep in mind that much of the advice regarding the DNP that is currently available to the general public is often written by people who do not have one. Therefore, check sources before believing what you read. Below are some trusted sources with information on the DNP:

• AACN DNP Fact Sheet
• AANP Discussion Paper       
• U.S. News and World Report Top-Ranked DNP Schools (Research the top school’s websites for information on each specialty DNP)

DNP Programs

Check out these articles on DNP programs to learn more about your options.

• Top Doctor of Nursing Practice (DNP) Programs 
• Top Online DNP Programs 

What do you call a nurse with a doctorate degree?

• Nurses who have earned a terminal degree or a doctorate degree should be referred to as Doctors. It is important that these nurses identify to their patients that they have earned their Doctorate in Nursing and are not Medical Doctors. 

What can you do with a doctoral degree in nursing?

• Doctorate-prepared nurses can treat patients, either independently or within a medical team, educate other advanced practice nurses, conduct research, or work for government agencies. 

Why do nurses get a DNP?

• Nurses obtain a Doctor of Nursing Practice (DNP) to gain advanced practice knowledge to provide safe and effective care for patients. This is a terminal degree for advanced practice nurses to continue to expand their knowledge which will generally include evidence-based research and teaching.  

Which is better: a DNP or PhD in Nursing?

• This will depend on an individual's career goals. Both are considered terminal degrees and demonstrate clinical excellence in the field of nursing. A DNP is focused on clinical practice, and a PhD is research-focused. 

What is the salary of a DNP?

• According to Payscale , nurses with a Doctor of Nursing Practice (DNP) degree earned an average base salary of $112K as of June 2024. 

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DNP-PhD Comparison

The DNP degree is a practice doctorate. The PhD is a research doctorate. Graduates of PhD programs are prepared to conduct independent research and disseminate their findings. The DNP will provide graduates with the skills and tools necessary to assess the evidence gained through nursing research, evaluate the impact of that research on their practice and, as necessary, make changes to enhance quality of care. Scholarship is an integral part of both doctoral degrees.

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Walden Capstone Writing Collaborative: Introduction to Writing the DNP Project Study

Introduction to writing a dnp project study.

The DNP Process Guide presents a step-by-step guide to writing each of the sections and subsections of the DNP Project. This document outlines the expectations for student work. Reviewing this material should be a first step in beginning the dissertation writing process.

Next, as students begin preparing to write, they should review the materials related to the DNP Project document and process, provided on the Office of Research and Doctoral Services website . This page contains resources for writing the prospectus, proposal, and final study. The DNP Prospectus Guide is also helpful. In addition, students should download the appropriate template from the Writing Center’s Form and Style DNP Templates page .

DNP students can focus on writing the following types of project studies:

• Evaluation of Existing Quality Improvement Projects
• Staff Education Projects
• Clinical Practice Guidelines Development

To introduce students to writing a DNP Project Study capstone, here is a description of the main goals and outcomes associated with this process and document:

The goal of the document is to address a specific, defined, and applied nursing problem

• Students begin by identifying a problem that exists in the nursing world, then define a specific, local problem within that.
• The goal of the document is to address the specific nursing through evaluation, staff education proposals, practice guidelines, or a review of the existing research on the topic.
• Subsequent goals of the study are to articulate implications for nursing practice in the field AND the implications for social change (who will benefit from the results and how; see more below).

The document addresses a gap—the specific business problem has not been studied before

• After identifying the problem, students should identify/ensure there is a gap, as one of the goals of the study is to contribute to the scholarship in that area.
• It is important to make sure that the topic/problem has not already been addressed by other researchers.
• The results should make a significant contribution to the student’s chosen area of focus.

The study demonstrates a grounding in related literature and research in the field

• Another goal of the study is to demonstrate knowledge and expertise in the subject areas covered in the literature review.
• This is why the literature is lengthy and exhaustive; it is the student’s demonstration that he/she is an expert in these areas and is familiar with all previous relevant research, and that the student can convey this expertise through writing.

The document advances social change

• A final, Walden-specific and important outcome of the study is that results also make a significant contribution to social change. Students need to describe who may benefit from the findings of the study and how.
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Doctor of nursing practice (DNP) degree in the United States: Reflecting, readjusting, and getting back on track

Linda a. mccauley.

a Emory University Nell Hodgson Woodruff School of Nursing, Atlanta, GA

Marion E. Broome

b Duke University School of Nursing, Durham, NC

Lorraine Frazier

c Columbia University School of Nursing, New York, NY

d Yale School of Nursing, Orange, CT

Carol M. Musil

e Case Western Reserve University Frances Payne Bolton School of Nursing, Cleveland, OH

Linda D. Norman

f Vanderbilt School of Nursing, Nashville, TN

Kathy H. Rideout

g University of Rochester School of Nursing, Rochester, NY

Antonia M. Villarruel

h University of Pennsylvania School of Nursing, Philadelphia, PA

Associated Data

• • Paper explores barriers to a universal DNP requirement for advanced practice nurses
• • Includes cost analysis and perceptions of the DNP in today's professional environment
• • Offers insight to help facilitate the implementation of a universal DNP standard

In 2004, the American Association of Colleges of Nursing (AACN) called for all nursing schools to phase out master's-level preparation for advanced practice registered nurses (APRNs) and transition to doctor of nursing practice (DNP) preparation only by 2015. Today, five years after the AACN's deadline, nursing has not yet adopted a universal DNP standard for APRN practice entry.

The purpose of this paper is to examine the factors influencing the ability of nursing schools to implement a universal DNP standard for APRNs.

Deans from top-ranked nursing schools explore the current state of the DNP degree in the US. The authors draw upon their collective experience as national leaders in academic nursing, long-time influencers on this debate, and heads of DNP programs themselves. This insight is combined with a synthesis of the literature and analysis of previously unpublished data from the AACN on trends in nursing doctoral education.

This paper highlights issues such as the long history of inconsistency (in messaging, curricula, etc.) surrounding the DNP, certification and accreditation challenges, cost barriers, and more. The authors apply COVID-19 as a case study to help place DNP graduates within a real-world context for health system stakeholders whose buy-in is essential for the success of this professional transition.

This paper describes the DNP's standing in today's professional environment and advances the conversation on key barriers to its adoption. Insights are shared regarding critical next steps to ensure national acceptance of the DNP as nursing's terminal practice degree.

In 2004, the American Association of Colleges of Nursing (AACN) endorsed a position statement on the doctor of nursing practice (DNP) degree. This statement named the DNP as the most appropriate entry-to-practice degree for advanced-practice registered nurses (APRNs) in the United States (US) ( AACN, 2004 ). The AACN also set an ambitious goal for all programs preparing APRNs at the master's level to migrate to DNP preparation by 2015. Almost two decades later, and despite the AACN's vision statement, the Master of Science in Nursing (MSN) remains the predominant exit degree for APRNs. While DNP program growth has been dramatic in the last decade, with the number of US DNP programs increasing nearly fourfold, there has been only a modest reduction in MSN programs. Many schools continue to offer the MSN exclusively, and those that have developed a BSN–DNP typically retain the MSN option ( Auerbach et al., 2015 ; Mundinger & Carter, 2019 ).

In a 2011 publication, several prominent academic nursing leaders predicted that the transition to a DNP standard would not occur by 2015 ( Cronenwett et al., 2011 ). Written in the context of the Great Recession, during which severe economic challenges impacted all sectors, including higher education, Cronenwett et al., (2011) highlighted the simultaneous spike in APRN staffing needs due to rising chronic disease rates and the decline in resources, faculty, and clinical partnerships necessary for DNP preparation. The authors also discussed the potential impacts of increasing the length and costs of APRN preparation at a time when the national need for advanced practice providers was rapidly increasing. Did the factors described by Cronenwett et al., (2011) remain in play during times of more robust economic growth; and will they continue in the face of severe economic strains? Or have other factors delayed the transition from MSN to DNP education in recent years? The purpose of this paper is to describe the forces influencing nursing graduate education and to identify factors that have interfered with implementation of a universal practice doctorate.

After describing nursing's history of inconsistency surrounding the DNP, we delve into an often-overlooked barrier to DNP adoption: the fact that nursing has delayed differentiating MSN- vs. DNP-prepared APRNs, in part, due to the large number of nurses who have built off of their master's degree with an online, nonclinical DNP. Next, we address the fact that credentialing and accreditation groups have not expressly endorsed a universal practice doctorate. We describe the extent to which health care industry stakeholders, such as practice partners and employers, remain key influencers on schools’ implementation of the DNP and the importance of gaining buy-in from these constituents. Last, the ongoing debate over the need for DNP residency programs is reviewed, and financial challenges—arguably the greatest barrier to DNP acceptance—are discussed. Written in cooperation by nursing deans across the United States, this paper represents the type of open dialogue that we believe is essential for nationwide change in nursing doctoral education.

A History of Inconsistency

The DNP degree was created to prepare APRNs (i.e., clinical nurse specialists, nurse practitioners [NPs], nurse midwives, and nurse anesthetists) for leadership in clinical practice. The creation of the DNP coincided with the Institute of Medicine's (IOM's) 1 reports on medical errors (1999) and quality and safety ( Institute of Medicine, 2001 ). Based on these landmark reports, in 2003, the IOM called for health system transformation through interprofessional, evidence-based care, including expert clinical leadership by nurses. Given the growing complexity of care, and strong recommendations by the IOM, it was held that health care would benefit from doctorate-educated practitioners. Around this same time, other disciplines, such as pharmacy and physical therapy, echoed this belief and moved their disciplines to a practice doctorate exit.

In 2004, members of the AACN endorsed its Position Statement on the Practice Doctorate , which called for nursing schools to transition from a master's to a DNP standard for APRN preparation by 2015 ( AACN, 2004 ). To promote this initiative, in 2006, the AACN published their recommendations in both The Essentials of Doctoral Education for Advanced Nursing Practice and the DNP Roadmap Task Force Report ( AACN, 2006 ). Yet, when the IOM released its Future of Nursing Report in 2010, it did not explicitly address the need for a practice doctorate as a universal requirement for advanced practice nursing entry. This omission was an early indication of the challenges the profession would face surrounding adoption of the DNP ( IOM, 2011 ).

Despite inconsistent messaging among health care leadership, the number of DNP programs and graduates grew steadily over the next decade ( AACN, 2019b ). Specifically, the national DNP program count rose from 92 in 2008 to 354 in 2018 ( AACN, 2019 )—but what was happening within schools of nursing tells a different story.

What one cannot discern from graphs depicting DNP program growth, such as Figure 1 , was that a large number of schools retained their MSN option while instituting a nonclinical version of the DNP. Many nursing schools kept up robust MSN enrollment and only added the post-MSN-DNP, which did not require extensive investment in clinical sites and could be delivered to large numbers of students online. This “add-on” approach neglected the practice component of the DNP, sidestepping one of its central purposes as a practice doctorate. Many of the post-master's DNP programs were designed for working nurse executives and practicing APRNs; these programs often did not include clinical hours at all, but rather allocated hours to the capstone or final project. The 500 additional project hours were often used to develop leadership initiatives and were not primarily designed to increase APRN clinical proficiency. In fact, some post-master's DNP programs admitted students holding MSN degrees outside of advanced practice nursing altogether. Meanwhile, the number of APRN students opting for master's-level practice entry continued to rise from 10,737 in 2004 to 46,622 in 2018 ( AACN, 2019d ). Figure 2 shows that only 152 master's programs closed between 2008 and 2018 ( AACN, 2019 ).

DNP programs established from 2008 to 2018. 2

Nursing master's program closures, 2008 to 2018. 2

That brings us to the present day—15 years after the AACN Position Statement on the Practice Doctorate —when the American Association of Nurse Practitioners reports 79.8% of APRNs hold a master's as their highest degree and just 14% hold a DNP ( AANP, 2019 ). Figure 3 shows a stark picture of the current state of APRN education in the United States, and how nursing has failed to move toward the vision of all APRNs holding doctorates. It is imperative that we examine the root causes of why major change has not occurred, remove roadblocks, and propose new approaches that will make this professional need a reality.

DNP vs. master's graduates, 2004 to 2018. 3

The Evolution of DNP Graduates

So, why did the growth of DNP programs across the United States fail to significantly impact the educational level of clinical APRNs? The original intent for DNP curricula was to prepare a workforce of leaders in advanced clinical practice; however, the decade of fast growth in post-master's DNP programs produced a majority of first-wave graduates opting for positions in administrative and educational settings instead ( AACN, 2004 ; AACN, 2012 ; Grey, 2013 ). Out of the 7,039 DNP graduates in 2018, 4,232 (60%) entered full-time positions in schools of nursing, rather than bedside or clinical positions ( AACN, 2019c ). With almost five DNP graduates per year for every nursing PhD graduate, the DNP offered a quick way for schools to increase their proportion of doctorate-prepared faculty. While this wave of DNP graduates has helped to ease the perennial shortage of nursing faculty, to an extent, it has not counted toward the number of doctorate-prepared APRNs needed to address the national primary care shortage.

Yet, as a profession, it appears we have entered a transition period. In recent years, the proportion of DNP students enrolling in post-master's DNP programs seems to be declining. In 2015, enrollments in post-BSN programs exceeded post-MSN enrollments for the first time, and post-BSN DNP program enrollment increased nearly 18-fold from 1,060 students in 2009 to 18,240 in 2018 ( AACN, 2019 ). If enrollment trends correspond to graduation trends, we can predict that the largest number of DNP graduates soon will come from post-BSN cohorts. This progress contrasts starkly with where we were a decade ago, when there were 30 post-MSN-DNP graduates for every post-BSN DNP graduate. This trend suggests that the profession might finally be gaining the buy-in it needs—at least from students—to implement the DNP standard as it was intended. Nursing leaders should apply this momentum toward enacting long-awaited professional changes, such as updated accreditation and certification standards, while also accounting for the real-world challenges that accompany DNP implementation.

One such challenge is the fact that faculty in DNP programs are grappling with how to concurrently educate experienced nurses holding master's degrees and post-baccalaureate students who may have little-to-no clinical background. The largest concentration of post-BSN-DNP students is found in nurse practitioner tracks ( AACN, 2019a ). However, the number of online post-baccalaureate DNP programs that focus on health system leadership and offer no advanced practice skills has risen, and post-MSN students are still opting for leadership tracks primarily. If one scans the types of nurses enrolling in DNP programs today, they represent a wide range of academic backgrounds and experience levels, including:

• • Nurses with years of experience as master's-prepared clinicians and/or administrators enrolling primarily in online post-MSN-DNP programs to focus on executive leadership and/or education;
• • Nurses holding BSNs who have health care experience and are enrolling in DNP programs to become system leaders, many of which are online;
• • BSNs who have health care experience and are enrolling in DNP programs to become APRNs;
• • Second-degree entry-to-practice graduates (BSN or MN) enrolling in DNP programs immediately after graduation in order to become APRNs, having never practiced as a generalist nurse.

This hodgepodge of DNP students presents distinct challenges for faculty trying to implement consistent DNP curricula while meeting the needs of a student body with vast differences in clinical proficiency. Upon graduation, these DNP-prepared individuals enter the workforce alongside large, clinically focused, and “consistently packaged” cohorts of MSN graduates. If we continue to prepare APRNs at the master's level, and remain inconsistent about the types of students admitted into DNP programs, how will we ever fulfill the intent of the AACN's 2004 position statement? How will health systems and the public gain a common understanding of the competencies of a DNP-prepared nurse?

Certification and Accreditation

Over the past 15 years, individual nursing schools have developed the educational approach that best fits their respective institutional strategies and capacities with little external forces influencing program design or characteristics. Neither of the two largest accreditation organizations for nursing education has weighed in on this issue. As long as certification boards continue to allow graduates with either an MSN or a DNP to sit for the same certification exam, schools will not rush to end their MSN programs. This situation is similar to the decades-old challenge of stating that the BSN should be the practice-entry degree for nursing, while retaining one licensing exam for both associate- and BSN-prepared graduates. If our licensing and credentialing bodies continue to treat the two degrees as comparable, MSN programs will remain in place, just as associate programs have persisted.

Accreditation bodies are well positioned to influence educational requirements for APRNs. This is evidenced by the fact that the Council on Accreditation of Nurse Anesthesia Education Programs (COA) moved forward with a requirement for all schools preparing CRNAs to award doctoral degrees for practice entry by 2025. This has resulted in rapid change among CRNA programs and has positioned nurse anesthesia program leaders as subject matter experts on the needs of BSN–DNP students. Although, there is little evidence yet available from the COA about how implementing the DNP requirement has impacted processes and outcomes among CRNAs.

Other accreditation/certification bodies could develop similar policy statements to move this workforce change forward; but there does not appear to be momentum in that direction. In fact, the American Council of Nurse Midwives (ACNM) has advocated against a required practice doctorate for CNMs ( ACNM, 2012 ). Some leaders in midwifery have argued that a universal DNP requirement would make midwifery education less accessible, more cost prohibitive, and less diverse. This stance has been taken without substantive evidence that the MSN prepared workforce is more diverse than the DNP workforce. Thus far, no other APRN specialty accreditation body has advanced a position statement to transition MSN preparation to the DNP level. Without a uniform accreditation standard, nursing schools will have little incentive to phase out MSN education for advanced practice roles.

The Case for Practice Differentiation

Are there data that certification and accreditation bodies could use to guide these decisions? Do data exist to suggest DNP graduates are more clinically proficient than master's-prepared APRNs? Unfortunately, to date, the data are sparse. Many studies that do exist on the subject are descriptive, based on self-report, utilize small convenience samples, and/or do not address patient outcomes. Importantly, many studies do not differentiate outcomes between MSN- and DNP-prepared APRNs; they also tend not to distinguish between graduates of BSN–DNP programs and those who have received a post-master's DNP.

Several studies do indicate that DNP graduates are practicing in an array of settings and serving complex patients ( Carter & Jones, 2017 ). Yet, in one 2019 study, 59% of DNP-prepared survey respondents from key professional nursing organizations (e.g., the American Academy of Nurse Practitioners, the American Organization of Nurse Executives, and the American Association of Nurse Anesthetist) reported that the DNP was neither required, nor preferred by their current employers. There was some agreement on the question of whether every APRN should hold a DNP: When asked to rate the need for a universal requirement on a scale of 1 to 10, 48% of respondents ranked necessity at an 8 or higher, with a mean rating of 6.7 ( Minnick, Kleinpell, & Allison, 2019 ).

However, in a qualitative study of DNP employers (n = 23), respondents reportedly perceived similar functions between DNP- and master's-prepared APRNs ( Beeber, Palmer, Waldrop, Lynn, & Jones, 2019 ). Employers were unable to differentiate between preparations due to several factors: a lack of DNP-specific positions in their organizations, limited employment of DNP-prepared nurses, and/or the fact that DNPs were too new to organizations to be accurately evaluated. Employers did, however, report that DNPs exhibited a better understanding of evidence-based clinical guidelines, a greater focus on translation of evidence into practice, and stronger knowledge of health policy, compared to master's-level APRNs ( Beeber et al., 2019 ). This underscores the need for nursing leaders to gain consensus on what makes the DNP different, to methodically disseminate that information to health system stakeholders, and to adjust their evaluation criteria accordingly.

Gaining Health System Buy-In: Placing DNPs in Context

With care continuously increasing in complexity, and demands on nursing leaders growing exponentially, DNP-educated APRNs are demonstrating in real-time that their program of study provides the ideal breadth and depth of preparation for today's workplace realities. Their unique combination of clinical expertise and change management skills makes DNPs invaluable to employers facing a constant onslaught of industry disrupting factors (e.g., the Data Revolution, ‘omics, precision health, etc.) ( Shelby & Wermers, 2020 ; Sherrod & Goda, 2016 ). But it is not enough for individual DNPs to prove their value, time and again, through singular acts of leadership and clinical aptitude. Nursing deans and nurse health care executives must call for data to tangibly demonstrate distinguishing features of DNP-educated APRNs, compared to other provider preparations, and then highlight those metrics for health system stakeholders.

Stakeholders, such as clinical partners and prospective employers, must believe that DNPs are invaluable resources in addressing the health system's most pressing issues. This list of issues is growing because systems are quickly evolving along multiple axes—from the reconceptualization of practice scope due to advancements in telehealth and data analytics, to sweeping population changes from climate change, mass migration, and novel pathogens (such as SARS-CoV-2), which are testing systems like never before. As this paper nears publication, COVID-19 is ravaging populations and threatening health systems globally, with repercussions that are not yet fully understood. In these unprecedented times, health systems need nurse problem solvers—especially those who are clinically expert and ready to lead from the frontlines.

Applying the COVID-19 crisis as a case study, it becomes clear how DNP-educated nurses are poised to interface with and direct the efforts of multiple constituents, all within the scope of one dynamic role. This ability to simultaneously lead within multiple professional spheres, and across macro/micro levels, is one of the key features of DNP–APRNs. For instance:

• • Their health policy and leadership foundation means DNPs may counsel metro, state, and national leaders in strategic mechanisms for virus containment.
• • DNP graduates have completed coursework involving assessments of the most up-to-date technologies available to providers. That means they will be ready to apply emerging technologies, in clever ways, to solve new problems. For instance, DNP-educated APRNs, with their focus on population health, would be well suited to coordinate central response command centers for mass telehealth screenings.
• • This population health perspective also lends itself to the collection, analysis, and reporting of epidemiological data using novel methods. For example, the self-screening app TechTank COVID-19 PRO was recently co-created by a DNP-prepared nurse. This smartphone app allows patients to self-screen for COVID-19 and enables providers to view real-time positive screening counts by zip code. Providers may then utilize in-app resources to develop locally tailored containment and mitigation strategies ( Bussenius et al., 2020 ).
• • Specialized DNPs, such as gerontological APRNs, can help systems tailor protocols to triage and treat patients across the lifespan; they may also evaluate system migrations to telehealth while considering specialized population needs. This is especially important given that people over 65 are at higher risk for complications and morbidity related to COVID-19, compared to certain other demographics.

During the COVID-19 health care response, MSN- and DNP-prepared advanced practice nurses are both demonstrating their incredible value in shoring up our health care response and meeting the needs of individual patients and care teams. As this national emergency progresses, it will be important to document and differentiate the roles of DNP-prepared nurses who are health system leaders or innovators in technology and population health strategies. Data and documentation from the response may be applied to better understand the differences in roles and responsibilities of MSN- vs. DNP-prepared APRNs.

Ensuring Readiness for Practice

Challenges surrounding transition-to-practice for BSN–DNP graduates have interfered with a universal DNP requirement ( Cappiello, Simmonds, & Bmrick, 2010 ). Program leaders have proposed implementing DNP residencies and/or fellowships as one solution; but this is not currently the standard, and programs vary widely in terms of offering residencies vs. intense specialized practice experiences ( Mundinger, Starck, Hathaway, Shaver, & Fugate-Woods, 2009 ). Furthermore, debate exists as to whether residencies and/or fellowships should occur before or after degree conferral ( Harper, McGuinnes, & Johnson, 2017 ). The timing of a residency is critical because if it precedes degree conferral, the cost is typically borne by students, but if it follows graduation, the employer usually assumes financial responsibility.

The argument of whether a residency or fellowship is needed is firmly entrenched in the need to document readiness to practice. While the debate surrounding APRN residencies applies to both master's- and doctoral-prepared APRNs, it is noteworthy that this was not a widespread conversation when the majority of DNP graduates were from post-MSN programs ( Sciacca & Neville, 2016 ). If BSN–DNP clinical hours were increased to exceed those required of MSN-prepared APRNs, 4 it would likely boost readiness for practice among these cohorts and further differentiate MSN- and DNP-prepared graduates. Schools could meet an increased clinical hours requirement for DNP students by allowing up to half of the hours to be inclusive of simulation experiences, thereby eliminating the burden on preceptors in the community.

Mundinger and Carter (2019) call attention to the issue of practice readiness, citing many schools’ lack of advanced practice content and inadequate clinical resources as reasons for nursing's slow transition to the DNP. One descriptive study addressing transition-to-practice indicated that, despite their rigorous education, APRNs felt unprepared for certain challenges of primary care. Respondents highlighted knowledge gaps such as difficulties managing complex patients, confusion over billing, and role uncertainty surrounding some procedures ( MacKay, Glynn, McVey, & Rissmiller, 2018 ). However, the authors made no distinction between MSN and DNP graduates, suggesting these challenges may affect those with both types of preparation. Studies are needed to compare competencies of MSN- and DNP-prepared APRNs at graduation and 1 year later; researchers must not combine these groups in any competency assessment.

Cost Implications of Transitioning to Doctoral Preparation

Unless concerted action is taken to address current financial realities, it is unlikely that the profession will be successful in transitioning to doctoral practice entry. The financial implication of requiring the DNP degree is arguably the largest barrier to adoption, both for students and organizations. A universal DNP requirement would have financial ramifications on three levels: (1) cost to individual students, (2) cost to institutions that financially support advanced nursing practice education, and (3) cost to schools. Surmounting these challenges is not impossible, but they must be fully acknowledged and understood if change is to occur.

Cost to Students

Program costs vary considerably among schools based on a variety of factors: institution type (public vs. private), the school's research intensiveness, its enrollment statistics, and geographical location ( Broome, Bowersox, & Relf, 2018 ). Additionally, NP programs at both the master's and DNP levels vary in the number of credit hours they require ( Table 1 ). Many students contemplating graduate study already have taken on significant loan debt for their undergraduate degree, with the average undergraduate debt load totaling more than $30,000 ( The Institute for College Access & Success, 2016 ). Seventy-one percent of master's students and 74% of DNP students then take out additional loans to support graduate school costs ( AACN, 2017 ). If students work in health care for 2 to 3 years, they may be able to offset some of that debt, especially if their employer provides loan repayment. However, many health systems have phased out support programs like loan repayment and graduate tuition remission as profit margins have shrunk ( AACN, 2017 ). The financial burden on hospitals caused by the COVID-19 crisis could impact tuition assistance programs even further.

MSN vs. BSN-DNP Nurse Practitioner Preparation

In many cases, tuition is assumed fully by students, making debt load a crucial factor when they consider where and when to return to graduate school. Unless the DNP becomes associated with increased salary/reimbursement upon graduation, degree cost is likely to remain prohibitive for many nurses. For example, one 2019 study revealed the average 2014 salary for DNP-educated certified nurse midwives (CNMs) to be $105,968; the average salary for master's-prepared CNMs was $102,576 in 2014. (Data were sourced from active ACNM members via email survey.) This annual differential of $3,392 in mean salary dollars pales in comparison to the differences in time, effort, and tuition dollars required of DNP students, compared to MSN students ( Fullerton, Schuiling, & Sipe, 2019 ).

Cost to the Health System

Historically, employer tuition reimbursement has been a major incentive for practicing RNs to return to school. But as health system profit margins shrink, “ancillary programs,” such as tuition support programs, are likely to undergo scrutiny. Even if not eliminated completely, employers may begin to only financially support nurses who opt for certain schools or specialties. If DNP-prepared nurses become especially costly to sponsor, or if data are not available to demonstrate return on investment, employers may simply choose to back other preparations ( Morton, 2019 ).

At the same time, demand for providers is increasing, making time-to-practice and program length important considerations for human resources personnel. These factors help to determine the availability of providers in each professional category over time. If a full-time physician's assistant (PA) program lasts 24 months, for example, and a full-time DNP program lasts 36 months, in 12 years, six PA graduates will enter the job market for every four DNP graduates. Additionally, if PA and NP competencies are similar for a specific job category, this will impact hiring decisions and policies: When both professions are considered equal, but PAs are seen as less expensive to hire and support, the calculus for managers will be simple. If the clinical hours were increased in DNP programs and graduates could demonstrate they were practice ready with no need for a health system residency or fellowship, the value proposition of the DNP–APRN could rise dramatically.

Cost to Schools

One of the major cost barriers to DNP acceptance is the traditional capstone or final project component of DNP curricula. All schools—but particularly smaller schools—may have difficulty supporting the increased number of DNP students and their projects. Many programs lack the faculty necessary to mentor students through this process altogether, which is a serious concern ( Auerbach et al., 2015 ; Chipps et al., 2018 ). Furthermore, health policy and data analytics projects often require specific faculty competencies, which many schools would have to focus time and resources on developing. Is the final project the defining assignment for the practice doctorate? If so, why do doctorates in medicine, physical therapy, and pharmacy not include projects? If the capstone is hindering DNP adoption, why not change expectations for degree completion? Methods to decrease faculty workload associated with capstone projects should at least be considered as well.

Conclusion and Recommendations

Transitioning APRN education to a universal DNP standard remains a lofty goal and heavy lift for the nursing profession. In 2014, the AACN/Rand offered strategies for implementing the BSN–DNP track, naming three conditions that need to be addressed for the pathway to succeed: accreditation and certification, student demand, and market demand ( Auerbach et al., 2015 ). Five years later, these three conditions remain largely unaddressed. Nursing professional organizations have yet to even agree upon whether APRNs should hold doctoral degrees, let alone enact national standards.

Student demand heavily influences the speed with which schools convert their MSN programs to DNP programs. While student decisions are multifaceted, financial status is a significant driver of degree choice. Instituting DNP-specific scholarships may be one approach to easing debt load; offering flexible curricula (in which students may work, gain clinical practicum experience, and learn systems leadership content) may be another solution. If the clinical hours of a DNP program were increased, prospective students might opt for the longer, clinical-focused program even if it is more expensive. As more students pursue BSN-to-DNP programs, schools need to collect data on program outcomes and graduate career trajectories, especially as they compare to MSN outcomes (e.g., certification pass rates, volume of scholarship, and costs/ROI).

Faculty should partner with health care systems to implement programmatic change based on these evaluative data. The first decade of DNP education was focused primarily on post-MSN-DNP students who often had years of clinical experience and, in many cases, moved seamlessly into clinical leadership positions. That will not be the case for the next decade of DNP graduates, many of whom may have had limited employment as a nurse prior to obtaining their doctorate. While the same can be said of persons graduating with doctoral degrees in other fields, such as pharmacy and physical therapy, the clinical hours required in those programs exceed those of DNP programs. Academic institutions should track the progress of these new hires, optimizing education through continuous data collection, feedback, and program refinement.

Last, after our profession conducts a rigorous evaluation of DNP competencies, we need to clarify messaging surrounding those competencies, and widely publicize the information. Recent media efforts, such as the acclaimed Johnson and Johnson Campaign for Nursing, have highlighted the ability of APRNs to improve access to care for vulnerable populations, but there has not been media focus on the value of DNP-prepared APRNs specifically. To fully convey the DNP/APRN value proposition, dialogue must take place between nursing educators, the public, and health systems. When the difference between MSN and DNP outcomes is made clear, change is bound to occur—ultimately, institutions are likely to favor highly qualified APRNs who may both treat patients at the bedside or clinic, and lead organizational change.

Editorial bias disclaimer: The editor-in-chief (Broome) is second author on this paper. Therefore, this paper was managed from submission and assignment of reviewers, through initial disposition decision (revision) and final decision by Barbara Smith, PhD, RN, FAAN, Associate Editor.

1 Now the National Academy of Medicine

2 Unpublished AACN Data, 2019.

3 AACN 2019d .

4 For example, by increasing the required BSN-DNP clinical hours from 1,000 to 1,800 hours, or by dedicating the full 1,000 hours to direct-care, rather than allocating 50% to project-based learning.

Supplementary material associated with this article can be found in the online version at doi: 10.1016/j.outlook.2020.03.008 .

Appendix A. Challenges and Opportunities for DNP Education

• • Nursing leaders need to reach a clear consensus regarding the intent of DNP education and the roles that DNP graduates should be prepared to assume in academic and practice settings.
• • There is a compelling need to collect employment data on the graduates of post-master's and post-BSN–DNP programs and to determine the extent to which their roles align with the intent of DNP education.
• • Credentialing and certification bodies need to develop methods to differentiate MSN- vs. DNP-prepared APRNS including essential components of certification exams.
• • Ongoing studies are needed to document both the impacts of DNP graduates on clinical practice and their contributions to scholarly output.
• • Leaders exploring DNP education reform should evaluate current and future health system issues that might impact APRN practice.
• • Salary differences between MSN- and DNP-prepared APRNs require consistent evaluation.
• • Outreach is needed to increase awareness among employers about DNP role preparation.
• • The impact of longer education programs and increased clinical hour requirements on clinical placement sites needs evaluation.
• • Methods to decrease the faculty workload associated with capstone projects, or a change in the capstone requirement itself, should be considered.
• • The clinical proficiencies of master's and DNP graduates need careful differentiation and the feasibility of increasing the number of clinical hours of a DNP education be seriously considered.
• • Academic–practice partnerships are needed to successfully transition BSN–DNP graduates to advanced practice.
• • The financial implications of requiring a lengthier preparation for advanced practice entry should be examined in terms of effects on students, schools of nursing, clinical partners, and funding sources.
• • Nursing needs to identify, document, and clearly communicate the unique competencies of DNP-educated APRNs, particularly graduates from BSN–DNP programs.

Appendix B. Supplementary materials

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Dissertations and DNP Projects

The Doctor of Philosophy (PhD) dissertation embodies the highest level of knowledge to influence and improve nursing science and the profession through various types of studies using quantitative, qualitative, or mixed methods. A hallmark of doctoral research training, the PhD dissertation focuses on the knowledge and skills needed to conduct rigorous studies that extend the body of nursing knowledge; address important health care issues; and improve health outcomes, equity, and inclusion, all while informing health policy.

A PhD dissertation, grounded in the philosophy of science and a PhD candidate’s expertise, represents a standard of excellence and the candidate’s ability to conduct rigorous research. A PhD dissertation at UMSON contributes to the advancement of nursing/health science, solves important health care issues, and informs stakeholders. Nursing research is critical to the nursing discipline and is necessary for building evidence for practice that promotes optimal nursing care.

View the List of PhD Dissertations

The Doctor of Nursing Practice (DNP) project embodies the highest level of knowledge in nursing practice. Influencing health care outcomes through leadership, policy, information technology, systems change, and patient-centered care, the DNP project focuses on translating science into clinical practice and the delivery of patient-centered and/or population-based care.

A DNP project’s collaborative and integrative experiences reflect the development and provision of safe, effective, timely, efficient, equitable, and person-centered care aimed at advancing health outcomes. The impact of UMSON DNP projects will reshape health care in the United States.

View the List of DNP Projects

DNP (Post-Master’s) FAQ

What are the key differences between DNP and PhD/DNS Programs? DNP and PhD are both terminal degrees; however, the DNP is a practice-focused doctorate while the PhD is a research-focused doctorate. The DNP prepares the graduate to translate evidence-based practice to the bedside as compared to the PhD that prepares the graduate to develop nursing theory. The DNP requires the student to carry out a Scholarly Project in a clinical setting whereas the PhD requires scientific research and a dissertation.

Download Key Differences pdf

What can I do with a DNP? A DNP can help advance your career in the direction of leadership in clinical practice.

Are there research opportunities in this program? The DNP Scholarly Project will offer you opportunities to research, implement, and evaluate a clinical practice or health policy issue.

Can you work full-time while in the DNP program? Full-time work is possible. The program is designed to accommodate students who are working; however, please keep in mind that the pace and intensity are demanding. As such, organization/time management will be important to your success.

How often will I need to come to campus? On-campus sessions vary per quarter. In addition, the Prologue, Intersession, and Epilogue courses are a 3-5 day on-campus intensive sessions.

Is there campus housing or transportation for me during these on-campus sessions? Our Visitor Center webpage has information on local hotels, and many provide shuttle service to UCI. http://www.studentcenter.uci.edu/visitor-center/

What’s the course transfer policy for the DNP? UCI does not accept transfer credit for doctoral programs.

Is the GRE required? No, the GRE is NOT required for the DNP program.

Is the student health insurance included in the fees? No, it is not included. DNP students are not eligible to purchase a Student Health Insurance Plan (SHIP) through UC Irvine. Students typically utilize their own employer’s health plan, a partner’s health plan, or Covered California options while enrolled in the program.

Students may refer to the Covered California website for more information.

Is this program eligible for fee waivers? The DNP program is a self-supporting graduate professional degree program ; thus, certain fee waivers traditionally accepted by the University of California may not be accepted (for example, we do not accept CalVet waivers and the UC Employee discount).

How do I write a personal statement and statement of purpose? We have compiled some helpful writing tips to assist you with this important part of your application.

What if I can’t find a college professor or instructor to write a letter of recommendation for me? One letter should be from a college professor or instructor who can assess your readiness for doctoral studies. If this cannot be obtained, a letter from an individual who can assess your academic performance will be accepted.

What if I don’t have two doctorally prepared professors/professionals for my letters of recommendation?

While we’d like to see two doctorally prepared professionals who are able to speak to your ability to succeed in a doctoral program, if you cannot find two doctorally prepared professionals, please select individuals who can most closely attest to your capacity to succeed in an academically rigorous program.

What if my statistics course is over 5 years old?

If admitted, you will need to take another statistics course prior to fall entry. Your statistics course must have been completed within 5 years of beginning the DNP program. (ex. for students entering the DNP program in Fall 2022, their statistics course would be valid if it was completed between September 2017 and September 2022).

Where can I find acceptable statistics course options?

Students should seek out course options from an accredited community college or university. The course should contain descriptive and inferential statistics topics. Students may use https://assist.org/ to find acceptable courses at California Community Colleges by searching for the “Nursing Science, B.S.” major at UC Irvine. Applicants may also review sample course descriptions at UC Irvine in the General Catalogue (http://catalogue.uci.edu/allcourses/stats/). Some acceptable courses at UC Irvine include STATS 7 or STATS 8.

How can I best showcase my professional activities on the DNP application? Highlight any presentations, publications, leadership roles in organizations or committees, research experience, and/or advocacy activities in which you have participated. Include the name of the agency or group, dates and experience.

Examples include QI projects, community outreach programs, and professional organization roles, any research work, publications, peer and/or poster presentations, etc.

I currently reside in a state outside of California. Can I apply to the DNP program? Each state has a different set of requirements when it comes to allowing out-of-state universities to offer online graduate degree programs to its residents. Our current status in each of the states is provided here: https://grad.uci.edu/uci-state-authorization-for-online-programs/

I received my previous degree from a school outside the United States. What do I need to include in my application? All graduate programs at the School of Nursing require professional transcript evaluations by an independent educational evaluating service from any member of the National Association of Credential Evaluation Services or the Association of International Credential Evaluators, Inc. Students should upload a copy of evaluations and translations in their application.

Applicants should note that foreign transcript evaluation services may take several weeks to process and should plan accordingly. The report uploaded to the application must include a degree-equivalent evaluation and course-by-course equivalent evaluation for any prerequisites.

The School of Nursing and the University of California do not endorse or have a formal partnership with any specific transcript evaluation agencies. However, some applicants have used the following services:

World Education Services, Inc. P.O. Box 5087 Bowling Green Station New York, NY 10274-5087 Phone: 212-966-6311 http://www.wes.org/

International Education Research Foundation P.O. Box 3665 Culver City, CA 90231-3665 Phone: 310-258-9451 http://www.ierf.org/

Due to federal guidelines, the Doctor of Nursing Practice (DNP) program does not satisfy the requirements for F-1 or J-1 study, due to the fact that it is a hybrid program. However, if you are already in the U.S. on a non-education related visa (marriage and family, work, etc.), have permanent resident status, or have U.S. citizenship you should be eligible to enroll in our program, however we encourage you to check with our international center as well as an immigration attorney.

In addition to the above-mentioned items, international applicants must also submit TOEFL or IELTS scores . For more helpful information on applying to UCI as an international student, see the UCI Graduate Division International Admissions page.

In addition to possessing a full RN license, we highly recommend you have current RN employment during the duration of your program as this will be beneficial during the completion of your scholarly project.

CLINICAL REQUIREMENTS

How many clinical hours do I need for my DNP Practicum? AACN requires a minimum of 1,000 post-Baccalaureate hours of mentored clinical and/or organizational leadership experience for the awarding of a DNP degree. You may provide documentation of 500 precepted hours from an MS in nursing degree program, a post-Master’s certification program, or national board certification in an APRN role and population foci. The remaining hours will be obtained from the required curriculum in the DNP Practicum course series.

An individualized plan for site and learner evaluation during these DNP Practicum experiences will be determined by the clinical mentor, in agreement with DNP Program faculty.

I’m planning to request an exemption to the COVID-19 vaccination requirement. Am I still able to complete the DNP-PM program? Our program does not ask for proof of vaccination prior to admission to the program. UC Irvine’s policy requires all UCI students, staff and faculty to be fully vaccinated against COVID-19 before physically accessing the university’s locations and programs. Current students may request an exemption, however there is no guarantee that an exemption will be granted. You can learn more about UC Irvine’s campus vaccination requirements and other COVID-19 related policies for students here: https://uci.edu/coronavirus/students/index.php

The other consideration when applying to nursing programs is the ability to complete clinical hours at hospitals and organizations. Students must complete all required clinical hours in order to successfully complete the DNP-PM degree requirements. Students completing clinical hours and working directly with patients must meet onboarding requirements set by our clinical partners. Applicants should keep in mind that even if a campus vaccination exemption is granted, there is no guarantee that our clinical partners will grant an exemption.

Applicants should also note that future boosters may also be required. Requirements for any and all immunizations are subject to change at any point throughout the program. Students will be expected to adhere to any University and/or clinical site requirements related to vaccinations, as they arise.

Where can I complete my DNP scholarly project and DNP Practicum? You may complete the clinical hours which are part of the scholarly project in your place of employment or other clinical agency suitable to your project. All clinical mentors and sites must be vetted by the UCI DNP program prior to the start of the DNP Practicum.

Do I need to live or relocate to California? No, you may complete your scholarly projects in your home state.

Am I required to go through a background check? The School of Nursing will coordinate this with an external agency.

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A Nurse's Step-By-Step Guide to Publishing a Dissertation or DNP Project

Early praise for  a nurse's step-by-step guide to publishing a dissertation or dnp project :.

“The book breaks down the complexities of scholarly writing and provides key insight and vital guidance for publishing dissertations or DNP projects. A Nurse’s Step-By-Step Guide to Publishing a Dissertation or DNP Project will have a permanent place on my bookshelf and will be shared with new graduates and colleagues alike .”

— Nancy White Street, ScD, PPCNP-BC Julia and Harold Plotnick Professor of Global Nursing University of Massachusetts Dartmouth College of Nursing

“Karen Roush’s earlier book on writing a dissertation or scholarly project has become the ‘go-to’ resource for scores of doctoral students. In her new book, Roush has again demonstrated her unique knack for simplifying a process—the often-arduous steps necessary for turning a dissertation or capstone project into a manuscript worthy of publication. A must-read primer for anyone wanting to publish.”

— Wend y Budin, PhD, RN-BC, FAAN Professor & Associate Dean Entry to Baccalaureate Practice Division Editor-in-Chief, Journal of Perinatal Education Rutgers, The State University of New Jersey School of Nursing

INDIANAPOLIS — Creating a dissertation or academic project is a demanding and complicated process, presenting a unique set of challenges for authors. Navigating the publishing process presents further challenges. Creating the best article and finding the most appropriate journals often leaves first-time authors frustrated and intimidated.

In A Nurse’s Step-By-Step Guide to Publishing a Dissertation or DNP Project , award-winning author Karen Roush guides readers through the process of reworking a dissertation or DNP project into a high-quality manuscript and honing their writing skills. Roush then provides a step-by-step guide through the publication process, providing all the information necessary to fully understand and navigate the world of academic publishing.

“The full breadth and depth of nurses’ contributions are still not recognized by the healthcare community and the general public,” said Roush. “Publication is a powerful means of strengthening the voice of nursing and influencing how care is delivered.”

The author has also created material downloads, such as a Submission Checklist and a Top 10 Guide to Publishing, to support the use of this book in classroom and professional settings. These downloads are available for free at http://hdl.handle.net/10755/17097 .

This book is available at SigmaMarketplace.org/sigmabooks .

A Nurse’s Step-By-Step Guide to Publishing a Dissertation or DNP Project: Taking Your Paper From Graduation to Publication By Karen Roush, PhD, RN, FNP-BC Published by Sigma, 2019 ISBN-13: 9781948057370 EPUB ISBN: 9781948057387 PDF ISBN: 9781948057394 MOBI ISBN: 9781948057400 Price: US $39.95 Trade paperback, 208 pages Trim size: 5 3/8 x 8 3/8

About the author: Karen Roush, PhD, RN, FNP-BC, is founder of The Scholar’s Voice, which works to strengthen the voice of nursing through writing mentorship for nurses. A previous Editorial Director and Clinical Managing Editor for American Journal of Nursing, Roush is widely published, having authored multiple consumer healthcare books, nursing articles in peer-reviewed journals, essays, and poetry. She is also adjunct faculty at Pace University and The Graduate Center for the City University of New York.

About Sigma: The Sigma Theta Tau International Honor Society of Nursing (Sigma) is a nonprofit organization whose mission is advancing world health and celebrating nursing excellence in scholarship, leadership, and service. Founded in 1922, Sigma has more than 135,000 active members in over 100 countries and territories. Members include practicing nurses, instructors, researchers, policymakers, entrepreneurs, and others. Sigma’s more than 540 chapters are located at more than 700 institutions of higher education throughout Armenia, Australia, Botswana, Brazil, Canada, Colombia, England, Eswatini, Ghana, Hong Kong, Ireland, Israel, Jamaica, Japan, Jordan, Kenya, Lebanon, Malawi, Mexico, the Netherlands, Nigeria, Pakistan, Philippines, Portugal, Puerto Rico, Scotland, Singapore, South Africa, South Korea, Sweden, Taiwan, Tanzania, Thailand, the United States, and Wales.

Learn more at www.SigmaNursing.org .

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How to Write a Nursing Dissertation: Guide for DNP Students

• November 29, 2023

Welcome to NursingWriters.net, your go-to resource for expert information and guidance on writing a nursing dissertation. As a busy DNP student, we understand that you may face unique challenges when it comes to crafting a high-quality dissertation that meets the standards of your program. That’s why we’re here to empower you with the knowledge and tips you need to excel in your nursing dissertation writing journey.

Our comprehensive guide will take you through each step of the process, from developing a topic to formatting and submitting your dissertation. With our guidance, you’ll learn how to address a specific nursing problem, contribute to the scholarship in the field, and make a significant impact in your chosen area of focus.

So, whether you’re just starting your nursing dissertation or looking to enhance your writing skills, you’ve come to the right place. Let’s dive in and discover the secrets to writing a successful nursing dissertation!

Key Takeaways:

• Choose a specific nursing problem to address
• Contribute to the scholarship in the field
• Make a significant impact in your chosen area of focus
• Develop a well-structured and coherent dissertation
• Utilize the resources and support available to you

Stay tuned for the next section of our nursing dissertation writing guide , where we’ll explore the DNP Project Study and its importance in the dissertation process.

Understanding the DNP Project Study

The DNP Project Study is a crucial component of the nursing dissertation, allowing DNP students to delve deep into a specific nursing problem and make a significant contribution to their chosen area of focus. This study presents an opportunity for students to evaluate existing quality improvement projects, conduct staff education projects, develop clinical practice guidelines, or review existing research on a specific nursing topic. By conducting a DNP Project Study , students can address a defined nursing problem, fill a gap in the literature, and advance their understanding of the subject matter.

To ensure a successful nursing dissertation, it is essential to approach the DNP Project Study with careful planning and thorough research. Students should begin by identifying a specific and applied nursing problem that aligns with their area of interest. This problem should have the potential to make a meaningful impact on nursing practice or patient outcomes. By selecting a well-defined problem, students can contribute valuable insights and findings to the existing body of nursing research.

Furthermore, the DNP Project Study should demonstrate the student’s knowledge and expertise in the subject areas covered in the literature review. This requires a comprehensive understanding of the relevant scholarly articles, research studies, and other sources of information related to the chosen topic. By conducting a thorough literature review, students can establish the context for their study, identify gaps in the existing research, and provide a solid theoretical framework for their dissertation.

By understanding the purpose and importance of the DNP Project Study, DNP students can approach their nursing dissertation with confidence and clarity. This study provides an opportunity for students to contribute to the scholarship in the field, address a specific nursing problem, and make a lasting impact on nursing practice. With careful planning, thorough research, and a strong theoretical foundation, students can successfully complete their nursing dissertation and advance their professional careers.

Developing a Dissertation Topic

Choosing the right topic is the first step in writing a nursing dissertation. It is important to select a topic that is impactful, relevant, and feasible. Here are some steps to help you develop a compelling nursing dissertation topic:

• Identify a Nursing Problem: Start by identifying a nursing problem that you are passionate about addressing. This could be a gap in clinical practice, an issue in healthcare policy, or a challenge in patient care.
• Narrow Down the Problem: Once you have identified a broad nursing problem, narrow it down to a specific, local problem that you can realistically address within the scope of your dissertation.
• Review Existing Literature: Conduct a comprehensive literature review to ensure that your topic has not already been extensively researched. Look for gaps in the existing literature where your dissertation can make a unique contribution.
• Consider Relevance and Feasibility: Evaluate the relevance and feasibility of your topic. Is it significant to the field of nursing? Can you gather the necessary data and resources to successfully complete your dissertation?
• Refine and Finalize: Refine your topic based on feedback from your advisor or mentor. Once you have a clearly defined and well-researched topic, finalize it and move on to the next step in your dissertation writing process.

Remember to choose a topic that aligns with your personal interests and career goals. A well-chosen dissertation topic will not only make the writing process more enjoyable but also contribute to the advancement of nursing knowledge and practice.

Table: Examples of Nursing Dissertation Topic Ideas

These are just a few examples of nursing dissertation topics. Remember to choose a topic that aligns with your interests, expertise, and the specific needs of the nursing community. Developing a strong topic will set the foundation for a successful dissertation journey.

Writing the Dissertation Prospectus

Once you have selected your topic for your nursing dissertation, the next step is to write a prospectus. The prospectus serves as a roadmap for your research and outlines important details about your study. It is crucial to follow a structured format and adhere to the guidelines provided by your institution. The prospectus should include the research question or objective, a justification for the study, a review of relevant literature, and a description of the research design and methods. This document will help you stay focused and organized throughout the writing process.

When writing the prospectus, it is important to consider the specific structure required for your nursing dissertation. Typically, the prospectus will include an introduction where you provide an overview of the research problem and its significance. This is followed by a comprehensive literature review that showcases your understanding of existing research in the field. The prospectus should also outline the methodology you plan to use, including data collection methods and analysis techniques. Finally, you should include a timeline for completing your dissertation and any potential challenges or limitations you may encounter.

Key Components of a Dissertation Prospectus:

• Research question or objective
• Justification for the study
• Review of relevant literature
• Research design and methods
• Timeline and potential challenges

Writing the dissertation prospectus is an essential step in the nursing dissertation writing process . It helps you clarify your research goals and provides a foundation for your study. By following a structured format and including all necessary components, you will set yourself up for success as you move forward with your research.

Overall, writing the dissertation prospectus is an important step in the nursing dissertation writing process . It not only helps you plan and structure your research, but it also provides a clear direction for your study. By investing time and effort into creating a strong prospectus, you will set yourself up for success as you embark on your dissertation journey.

Nursing Research for Dissertation: A Key Component of Successful Nursing Dissertation Writing

When it comes to writing a successful nursing dissertation, conducting thorough nursing research is a crucial step. A well-executed literature review not only establishes the context for the study but also helps identify gaps in existing research and provides a theoretical framework for the dissertation. By using credible sources and properly citing all references, DNP students can build a strong foundation for their research and contribute to the scholarship in their chosen area of focus.

One effective way to approach nursing research for a dissertation is to create a structured plan. Start by clearly defining the research question and identifying the key terms and concepts related to the topic. Then, systematically search for relevant research studies, scholarly articles, and other sources of information using databases and academic journals. By critically analyzing and synthesizing the findings, DNP students can gain valuable insights and develop a comprehensive understanding of the current state of knowledge in their chosen area.

Table: Key Steps for Conducting Nursing Research for a Dissertation

Remember, a literature review is not just a summary of existing research but an opportunity to critically evaluate and demonstrate your understanding of the topic. It is important to use a variety of sources and integrate them seamlessly into your dissertation, ensuring a robust and well-rounded analysis.

By conducting rigorous and comprehensive nursing research, DNP students can contribute to advancing knowledge in the nursing field and make a significant impact through their dissertations. The insights gained from a well-executed literature review can inform evidence-based practice, improve patient outcomes, and drive positive change in the healthcare system.

Nursing Research for Dissertation: Tips and Techniques

Undertaking a nursing dissertation requires a comprehensive approach to data collection and analysis. Conducting thorough research is crucial to ensure the validity and reliability of the study findings. Here are some valuable tips and techniques to guide nursing students in their research journey.

Gathering Data

When collecting data for a nursing dissertation, it is essential to employ appropriate research methods and tools. This may involve conducting surveys, interviews, or observations, or analyzing existing data sets. It is crucial to plan the data collection process meticulously, ensuring the sample size is representative and the data collected aligns with the research objectives. Additionally, maintaining strict confidentiality and ethical considerations is paramount in nursing research.

Analyzing Data

Once the data has been collected, the next step is to analyze it. Statistical analysis plays a significant role in nursing research, helping to derive meaningful insights and draw conclusions. Utilizing relevant statistical software can simplify the analysis process and provide accurate results. It is essential to interpret the findings accurately, ensuring they align with the research objectives and contribute to the existing nursing knowledge base.

Quote: “Data analysis is a crucial step in nursing research, as it helps to uncover significant patterns and relationships that can inform evidence-based practice.” – Dr. Jane Simmons, Nursing Researcher

Reporting Findings

Effectively reporting the research findings is vital in a nursing dissertation. The results section should present the analyzed data in a clear and concise manner, using appropriate tables, graphs, and visual aids. It is important to provide relevant explanations and interpretations of the findings, highlighting their significance in the context of the research objectives. The presentation of findings should be aligned with the research questions and contribute to the overall aim of the study.

Table: Pros and Cons of Different Research Methods

Writing the Dissertation Chapters

Once the topic has been developed and the dissertation prospectus has been completed, DNP students can begin writing the different chapters of their nursing dissertation. Each chapter serves a specific purpose and contributes to the overall structure and coherence of the dissertation.

Introduction

The introduction chapter sets the stage for the rest of the dissertation. It provides an overview of the research problem, highlights the significance of the study, and presents the research question or objectives. The introduction should also provide a clear rationale for the study and establish the gap in the existing literature that the dissertation aims to fill.

Literature Review

The literature review chapter critically examines and analyzes relevant research studies, scholarly articles, and other sources of information related to the chosen topic. It helps to establish the context for the study, identify gaps in the existing research, and provide a theoretical framework for the dissertation. The literature review should be well-organized, focused, and comprehensive, with proper citations and references.

Methodology

The methodology chapter outlines the research design and methods used in the dissertation. It describes the approach, data collection methods, sample selection, data analysis techniques, and ethical considerations. The methodology should be clear, logical, and aligned with the research question and objectives. It should also address any limitations or potential biases that may exist in the study.

The results chapter presents the findings of the study based on the data collected and analyzed. It should be organized in a logical and coherent manner, using tables, charts, or graphs to present the data effectively. The results should be discussed in relation to the research question and objectives, and any patterns, trends, or significant relationships should be highlighted.

The discussion chapter interprets the results of the study and relates them to the existing literature. It provides an analysis of the findings, identifies the implications and significance of the study, and discusses the limitations and potential areas for future research. The discussion should be objective, critical, and well-supported by evidence from the literature and the data collected.

Nursing Dissertation Writing Tips: Polishing Your Dissertation with Editing and Proofreading

Once you have completed the initial draft of your nursing dissertation, it’s crucial to allocate time for thorough editing and proofreading. This final stage of the writing process ensures that your dissertation is polished, error-free, and ready for submission. Below are some key tips to help you effectively edit and proofread your nursing dissertation:

1. Take a Break Before Editing

Before you dive into the editing process, take a break from your dissertation. Stepping away from your work for a short period of time will give you a fresh perspective and allow you to approach the editing process with a clear mind. This break will help you spot mistakes, inconsistencies, and areas for improvement that you may have overlooked when writing.

2. Review for Grammar and Spelling Errors

During the editing phase, carefully review your dissertation for grammar, spelling, and punctuation errors. Use grammar and spell-check tools to identify and correct any mistakes. Pay attention to the clarity and conciseness of your sentences, ensuring that your ideas are effectively communicated.

3. Ensure Consistency in Formatting and Style

Consistency is key when it comes to the formatting and style of your nursing dissertation. Check that your headings, subheadings, font size, margins, and citation style are consistent throughout. This attention to detail will enhance the overall professionalism and readability of your dissertation.

4. Seek Feedback and Professional Assistance

Don’t hesitate to seek feedback from your peers, mentors, or professional editors. Fresh eyes can identify errors or suggest improvements that you may have missed. Consider hiring a professional editing service to ensure that your dissertation meets the highest standards of academic writing.

Remember, editing and proofreading are essential steps in the nursing dissertation writing process . By taking the time to carefully review and refine your work, you can ensure that your dissertation is well-crafted, error-free, and ready to make a significant contribution to the field of nursing.

Nursing Dissertation Writing Process: Formatting and Submission

Once you have completed the writing and editing of your nursing dissertation, the final step is formatting and submission. This stage is crucial to ensure that your dissertation meets the specific guidelines provided by your institution and is ready for evaluation and assessment.

Formatting your dissertation involves following the required citation style, adjusting font size and style, setting margins, and numbering pages correctly. It is essential to review each aspect of formatting thoroughly to ensure compliance with all requirements. This attention to detail will showcase your professionalism and dedication to producing a high-quality dissertation.

Before submitting your dissertation, take the time to review your work one final time. Check for any remaining grammar or spelling errors, inconsistencies in formatting or style, and overall clarity and coherence of your writing. It can be helpful to seek feedback from peers, mentors, or professional editors at this stage, as fresh eyes can often spot areas of improvement that you may have missed.

When you are confident that your dissertation is complete and meets all requirements, it is time to submit it for evaluation. Follow the submission guidelines provided by your institution, ensuring that you include all required documents and meet the specified deadline. Submission marks the culmination of your hard work and the beginning of the evaluation process that will determine the outcome of your nursing dissertation.

Publishing Your Dissertation

Once you have completed your nursing dissertation, you may want to consider publishing your research findings to contribute to the scholarly community and help disseminate knowledge in the field. Publishing your dissertation can be a rewarding experience that allows you to share your insights and make an impact in the nursing profession.

When it comes to publishing your dissertation, it is important to understand the publication process and choose the right publisher or journal for your research. Look for journals or publishers that specialize in nursing or the specific area of focus of your dissertation. Take the time to review the guidelines and requirements of the publisher or journal to ensure that your manuscript meets their criteria.

Preparing your manuscript for publication is crucial. Pay attention to formatting, citation style, and other guidelines provided by the publisher or journal. Make sure that your research is presented in a clear, concise, and coherent manner. Consider seeking guidance from experienced researchers or writing mentors who can provide valuable feedback on improving the quality of your manuscript.

Remember that the publication process may involve revisions and peer review. Be prepared to make changes based on the feedback you receive. Take the time to carefully address any comments or suggestions from reviewers to improve the quality of your work.

Publishing your nursing dissertation can be a significant achievement in your academic and professional journey. It allows you to contribute to the body of knowledge in nursing and share your research with others in the field. Remember to celebrate your accomplishment and continue to explore opportunities for further research and advancement in nursing.

Tips for Publishing Your Dissertation:

• Choose a publisher or journal specializing in nursing or your dissertation’s area of focus.
• Review and adhere to the guidelines and requirements provided by the publisher or journal.
• Prepare your manuscript meticulously, paying attention to formatting and citation style.
• Seek guidance from experienced researchers or mentors to improve the quality of your manuscript.

Resources and Support

Writing a nursing dissertation can be an overwhelming task, but with the right resources and support, it can become a more manageable and successful endeavor. DNP students have access to a wide range of resources that can aid in the dissertation writing process and ensure the quality and rigor of their work.

One valuable resource is the writing center, where students can seek guidance on various aspects of the writing process, including structuring their dissertation, refining their research questions, and improving their writing style. Writing centers often offer one-on-one consultations, workshops, and online resources to support students at different stages of their dissertation journey.

Research libraries and online databases are also essential resources for nursing students. These repositories provide access to a vast array of scholarly articles, research papers, and other relevant sources of information. Utilizing these resources can help students deepen their understanding of their chosen topic, identify gaps in the existing literature, and stay informed about the latest advancements in nursing research.

Academic advisors and writing mentors play a crucial role in providing support and guidance throughout the dissertation process. They can offer feedback on research ideas, help refine research questions, and provide insights into the latest trends and advancements in the field of nursing. Regular communication with the dissertation committee is also essential to receive valuable feedback and ensure alignment with the academic standards set by the institution.

Suggested resources for nursing dissertation writing:

• NursingWriters.net: A nursing writing service that provides expert information and guidance on writing challenges in nursing programs, including BSN, MSN, and DNP.
• Online writing communities and forums: Platforms where nursing students can connect with peers, share experiences, and seek advice on various aspects of the dissertation writing process.
• Nursing journals and publications: These sources can provide valuable insights into current research, best practices, and emerging trends in the nursing field.

In conclusion, the resources and support available to DNP students can greatly assist in the successful completion of their nursing dissertations. By utilizing writing centers, research libraries, academic advisors, and writing mentors, students can enhance the quality and rigor of their work. These resources, combined with regular communication with the dissertation committee and engagement with relevant online communities, can provide the guidance and feedback necessary to produce a well-written and impactful nursing dissertation.

Writing a nursing dissertation can be a challenging but rewarding journey for DNP students. With the right guidance and support, you can successfully navigate through each step of the process and produce a high-quality dissertation that contributes to the field of nursing. Here are some tips to help you along the way:

1. Plan Ahead

Start early and create a realistic timeline for completing each section of your dissertation. Break down the tasks into manageable chunks and set specific goals to keep yourself motivated.

2. Conduct Thorough Research

Take the time to delve into the existing literature and gather relevant sources to support your research. Use reputable databases and libraries to find scholarly articles, research studies, and other sources that will strengthen your arguments.

3. Seek Guidance and Support

Don’t hesitate to reach out for help when you need it. Utilize the resources available to you, such as writing centers, research libraries, academic advisors, and writing mentors. Regular communication with your dissertation committee will also provide valuable feedback and guidance.

4. Revise and Edit

Proofread your dissertation thoroughly to ensure it is free of errors and inconsistencies. Pay attention to grammar, spelling, and formatting. Seek feedback from peers or professional editors to improve the clarity and coherence of your writing.

By following these tips and staying committed to the process, you can successfully complete your nursing dissertation and make a significant contribution to the field. NursingWriters.net is here to support you every step of the way, providing expert information and guidance to help you excel in your DNP program. Good luck!

What is the main goal of a nursing dissertation?

The main goals of a nursing dissertation are to address a specific nursing problem, contribute to the scholarship in the field, and make a significant contribution to the student’s chosen area of focus.

What is the DNP Project Study?

The DNP Project Study allows DNP students to evaluate existing quality improvement projects, conduct staff education projects, develop clinical practice guidelines, or review existing research on a specific nursing topic.

How do I develop a topic for my nursing dissertation?

Start by identifying a problem that exists in the nursing world and then narrow it down to a specific, local problem. Make sure the topic has not already been addressed by other researchers and that there is a gap in the literature.

What is a prospectus and why is it important?

A prospectus is a document that outlines the research question, provides a justification for the study, reviews relevant literature, and describes the research design and methods. It serves as a roadmap for the dissertation writing process.

What is a literature review and why is it important?

A literature review involves identifying and analyzing relevant research studies, scholarly articles, and other sources of information related to the chosen topic. It helps establish the context for the study, identify gaps in the existing research, and provide a theoretical framework for the dissertation.

How do I collect and analyze data for my nursing dissertation?

Depending on the nature of the study, you may need to conduct surveys, interviews, observations, or analyze existing data sets. It is important to use appropriate research methods and tools, ensure the reliability and validity of the data, and interpret the findings accurately.

How should I structure the chapters of my nursing dissertation?

The dissertation is typically divided into several chapters, including an introduction, literature review, methodology, results, discussion, and conclusion. Each chapter has a specific purpose and should be clearly structured and well-written.

How do I edit and proofread my nursing dissertation?

Thoroughly check for grammar and spelling errors, ensure consistency in formatting and style, and improve the overall clarity and coherence of the writing. Seek feedback from peers, mentors, or professional editors to make necessary improvements.

How should I format and submit my nursing dissertation?

Follow the specific formatting guidelines provided by your institution, including citation style, font size, margins, and page numbering. Review the dissertation thoroughly to ensure compliance with all requirements before submission.

Should I consider publishing my nursing dissertation?

Publishing your research findings can help disseminate knowledge and contribute to the scholarly community. Understand the publication process, choose the right publisher or journal, and prepare the manuscript according to specific guidelines.

What resources and support are available for writing a nursing dissertation?

Utilize writing centers, research libraries, online databases, academic advisors, and writing mentors. Regular communication with the dissertation committee can also provide valuable guidance and feedback.

How can I successfully complete my nursing dissertation?

By following a step-by-step process, conducting thorough research, and seeking guidance and support, you can successfully complete your nursing dissertation. It represents a significant contribution to the field of nursing and can pave the way for future research and advancements in practice.

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Nursing Doctoral Programs: DNP & PhD

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Related NYU Libraries Guides

• Open Access This guide from NYU Libraries contains information about the Open Access movement, and publishing OA.
• Copyright This guide from NYU Libraries contains helpful information about copyright, including author's rights, and publishing agreements.

Academic Writing for Nursing & Health

The e-books and resources listed below offer practical guidance on academic writing for nurses, whether you're writing for a school assignment, or considering a submission for publication.

Writing as a Student

Writing for Publication

• American Journal of Nursing: Writing Resources This series of articles from AJN takes nurses step-by-step through the writing and publishing process, including advice for what types of articles to write, guidance on writing a manuscript for publication, and navigating the publishing process.

Reporting Guidelines

If you are writing a manuscript in which you describe the results of an original study, quality improvement project, or systematic literature review, it is important to be aware of any guidelines that exist to ensure the complete and transparent reporting of the information about your project. 

Searchable Registry of Reporting Guidelines

• Equator Network: Enhancing the QUAlity and Transparency Of health Research Comprehensive searchable database of reporting guidelines for main study types and also links to other resources relevant to research reporting.

Select Reporting Guidelines

• CONSORT (CONsolidated Standards Of Reporting Trials) The CONSORT Statement is an evidence-based, minimum set of standards for reporting of randomized trials . It offers a standard way for authors to prepare reports of trial findings, facilitating their complete and transparent reporting, and aiding their critical appraisal and interpretation.
• TREND (Transparent Reporting of Evaluations with Nonrandomized Designs) The TREND statement has a 22-item checklist specifically developed to guide standardized reporting of non-randomized controlled trials .

PRISMA is an evidence-based minimum set of items for reporting in systematic reviews and meta-analyses . PRISMA primarily focuses on the reporting of reviews evaluating the effects of interventions, but can also be used as a basis for reporting systematic reviews with objectives other than evaluating interventions.

There are also extensions available for scoping reviews , as well as other aspects or types of systematic reviews.

• SQUIRE 2.0 (Standards for QUality Improvement Reporting Excellence) The SQUIRE guidelines provide a framework for reporting new knowledge about how to improve healthcare (i.e., quality improvement ). These guidelines are intended for reports that describe system level work to improve the quality, safety, and value of healthcare, and used methods to establish that observed outcomes were due to the intervention(s).

Selecting a Journal for Publication

Tips & tools.

The following resources can help you identify a journal that might be a good fit for your paper.

• Journal/Author Name Estimator (JANE) JANE is an online tool that uses the text of your paper's title/abstract to locate papers that are similar to yours, so that you can identify relevant journals, and authors working in similar areas.
• Directory of Nursing Journals The Directory of Nursing Journals is a joint service of the journal Nurse Author & Editor and the International Academy of Nursing Editors (INANE). For more information, visit the INANE website
• Article: Where should you publish? Choosing a journal for your manuscript Likis, F. E. (2018). Where should you publish? Choosing a journal for your manuscript. Journal of Midwifery & Women’s Health, 63 (1), 7–9. https://doi.org/10.1111/jmwh.12733
• Article: Selecting a journal for your manuscript Sharifi, C., & Buccheri, R. K. (2020). Selecting a journal for your manuscript: A 4-step process. Journal of Professional Nursing, 36 (1), 85-91.

Avoiding Predatory Publications

What is a 'predatory publication'.

“Predatory journals and publishers are entities that prioritize self-interest at the expense of scholarship and are characterized by false or misleading information, deviation from best editorial and publication practices, a lack of transparency, and/or the use of aggressive and indiscriminate solicitation practices.” 1

These predatory publications typically collect large article processing charges (APCs) without providing the peer review and editorial support that can be expected from a quality scholarly publication.   Checklist to evaluating a journal 2

• Check that the publisher provides full, verifiable contact information, including address, on the journal site. Be cautious of those that provide only web contact forms.
• Check that a journal’s editorial board lists recognized experts with full affiliations. Contact some of them and ask about their experience with the journal or publisher.
• Check that the journal prominently displays its policy for author fees.
• Be wary of e-mail invitations to submit to journals or to become editorial board members.
• Read some of the journal’s published articles and assess their quality. Contact past authors to ask about their experience.
• Check that a journal’s peer-review process is clearly described and try to confirm that a claimed impact factor is correct.
• Find out whether the journal is a member of an industry association that vets its members, such as the Directory of Open Access Journals (www.doaj.org) or the Open Access Scholarly Publishers Association (www.oaspa.org).
• Use common sense, as you would when shopping online; if something looks fishy, proceed with caution.
• Grudniewicz, A., Moher, D., Cobey, K. D., Bryson, G. L., Cukier, S., Allen, K., ... & Lalu, M. M. (2019). Predatory journals: no definition, no defence .
• Declan Butler, Butler, D., & others. (2013). The dark side of publishing . Nature, 495(7442), 433–435.

Resources for Evaluating Journals

• Think. Check. Submit. Choosing trusted journals for your research.
• ACRL toolkit for evaluating journals Association of College and Research Libraries (ACRL) Scholarly Communication Toolkit: Evaluating Journals
• Directory of Open Access Journals DOAJ is an online directory that indexes and provides access to high quality, open access, peer-reviewed journals.
• Open Access Scholarly Publishers Association
• SHERPA/Romeo Publisher copyright policies & self-archiving. Locate a summary of permissions that are normally given as part of each publisher's copyright transfer agreement.
• Ulrichsweb This link opens in a new window Ulrichsweb is an authoritative source of detailed information on periodicals of all types -- academic and scholarly journals, Open Access publications, peer-reviewed titles, popular magazines, newspapers, newsletters, and more from around the world.
• PubsHub Journals & Congresses This link opens in a new window PubsHub is a database containing comprehensive details on peer-reviewed medical journals and academic conferences for those interested in scholarly publishing or presentation. Includes: Readership, Impact Factor, Eigenfactor, Article Influence, Scope & specialty, Rejection rates, Time to acceptance, time to publication, Indexing, open-access, Article types accepted, Author guidelines, Editorial contacts, more.
• Journal Citation Reports This link opens in a new window Includes publication and citation metrics (such as Impact Factor) for journals in the social sciences and sciences.
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Chapter 5:  Results and Discussion

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This chapter describes how to rewrite your Results and Discussion sections. Rewriting the Results section is straightforward—you present the results of your data analysis without embellishment just as you did in your dissertation or project report. The Discussion is more of a challenge because there's a lot more information to cover. You need to tell the readers what it all means, what to do with findings, how to build on them, and, in the case of a quality improvement project, how to sustain successful practice change. And do it all in a few pages.

In your Results section, you report your findings clearly and objectively, beginning with the primary outcome or most important results. Do not comment on, editorialize, or interpret what you found. If you conducted a quantitative study, rewriting your Results section is straightforward. With a qualitative study, you're working with many pages of transcribed interviews or field observations, which makes the task more difficult.

In your dissertation or scholarly practice project, you likely included every statistical test you conducted for a quantitative study. In rewriting your manuscript, only report results of analyses that answer the research question or address the hypotheses. However, make sure you report on all applicable tests; do not choose what results to include based on whether they support your desired outcomes.

In a practice project, the challenge is organization, particularly if you collected data and changed the implementation as you went along. One solution is to have both an Implementation and a Results section. In the Implementation section, you describe the implementation process as it proceeded. (See Chapter 4 , “Methods and Analysis.”) Include preliminary results and resultant changes for each small test of change if you used a Plan-Do-Study-Act process. Then report the final outcomes related to your purpose and specific objectives in the Results section.

Before rewriting the Results section, check the appropriate formatting guide, such as APA or AMA, and the journal's author guidelines for how to present your statistical results and how to format tables and figures. Also, look at the Results sections in articles in the journal for the following:

What is italicized?

How did the author refer to a table or figure in the text?

How did the author highlight significant results in a table (that is, use of asterisks)?

How did the author use commas, equal signs, spaces between symbols, and so on?

For both quantitative and qualitative research, and projects where appropriate, start with information about your final sample, including the number of participants, the response rate, and relevant demographics. If you excluded any participants from the analysis, state how many and why they were excluded. For example:

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• JANE This link opens in a new window Journal/Author Name Estimator more... less... Have you recently written a paper, but you're not sure to which journal you should submit it? Or maybe you want to find relevant articles to cite in your paper? Or are you an editor, and do you need to find reviewers for a particular paper? Jane can help! Just enter the title and/or abstract of the paper in the box, and click on 'Find journals', 'Find authors' or 'Find Articles'. Jane will then compare your document to millions of documents in Medline to find the best matching journals, authors or articles.
• Writing for Publication 101: Why the Abstract Is So Important
• Purdue Owl Youtube-Thesis Statement

A thesis statement is a sentence (or sentences) that expresses the main ideas of your paper and answers the question or questions posed by your paper. It offers your readers a quick and easy to follow summary of what the paper will be discussing and what you as a writer are setting out to tell them. The kind of thesis that your paper will have will depend on the purpose of your writing. This handout will cover general thesis statement tips, explain some of the different types of thesis statements, and provide some links to other resources about writing thesis statements.

General Thesis Statement Tips

A thesis statement generally consists of two parts: your topic, and then the analysis, explanation(s), or assertion(s) that you're making about the topic. The kind of thesis statement you write will depend on what kind of paper you're writing.

In some kinds of writing, such as narratives or descriptions, a thesis statement is less important, but you may still want to provide some kind of statement in your first paragraph that helps to guide your reader through your paper.

A thesis statement is a very specific statement -- it should cover only what you want to discuss in your paper, and be supported with specific evidence. The scope of your paper will be determined by the length of your paper and any other requirements that might be in place.

Generally, a thesis statement appears at the end of the first paragraph of an essay, so that readers will have a clear idea of what to expect as they read.

You can think of your thesis as a map or a guide both for yourself and your audience, so it might be helpful to draw a chart or picture of your ideas and how they're connected to help you get started.

As you write and revise your paper, it's okay to change your thesis statement -- sometimes you don't discover what you really want to say about a topic until you've started (or finished) writing! Just make sure that your "final" thesis statement accurately shows what will happen in your paper.

Analytical Thesis Statements

In an analytical paper, you are breaking down an issue or an idea into its component parts, evaluating the issue or idea, and presenting this breakdown and evaluation to your audience. An analytical thesis statement will explain:

what you are analyzing

the parts of your analysis

the order in which you will be presenting your analysis

Example: An analysis of barn owl flight behavior reveals two kinds of flight patterns: patterns related to hunting prey and patterns related to courtship.

A reader who encountered that thesis in a paper would expect an explanation of the analysis of barn owl flight behavior, and then an explanation of the two kinds of flight patterns.

Questions to ask yourself when writing an analytical thesis statement:

What did I analyze?

What did I discover in my analysis?

How can I categorize my discoveries?

In what order should I present my discoveries?

Expository (Explanatory) Thesis Statements

In an expository paper, you are explaining something to your audience. An expository thesis statement will tell your audience:

what you are going to explain to them

the categories you are using to organize your explanation

the order in which you will be presenting your categories

Example: The lifestyles of barn owls include hunting for insects and animals, building nests, and raising their young.

A reader who encountered that thesis would expect the paper to explain how barn owls hunt for insects, build nests, and raise young.

Questions to ask yourself when writing an expository thesis statement:

What am I trying to explain?

How can I categorize my explanation into different parts?

In what order should I present the different parts of my explanation?

Argumentative Thesis Statements

In an argumentative paper, you are making a claim about a topic and justifying this claim with reasons and evidence. This claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. However, this claim must be a statement that people could possibly disagree with, because the goal of your paper is to convince your audience that your claim is true based on your presentation of your reasons and evidence. An argumentative thesis statement will tell your audience:

your claim or assertion

the reasons/evidence that support this claim

the order in which you will be presenting your reasons and evidence

Example: Barn owls' nests should not be eliminated from barns because barn owls help farmers by eliminating insect and rodent pests.

A reader who encountered this thesis would expect to be presented with an argument and evidence that farmers should not get rid of barn owls when they find them nesting in their barns.

Questions to ask yourself when writing an argumentative thesis statement:

What is my claim or assertion?

What are the reasons I have to support my claim or assertion?

In what order should I present my reasons?

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DNP Evidence-Based Practice Project: Library Resources: Evidence Synthesis

• PICOT Question
• EBP Implementation Models
• Nursing Theories
• Research Databases
• Search Strategies
• Access Full-Text Articles
• Critical Appraisal and Levels of Evidence
• Evidence Synthesis
• Measurement Tools
• Creating a Conference Poster
• Scholarly Writing
• Creating Tables & Figures
• APA 7th Edition Style & Formatting
• Submitting Your DNP Project to the Sigma Repository

Evidence Synthesis: Getting Started

Evidence synthesis involves bringing together the key findings from research studies in an organized, structured, and methodical way. Synthesis can be accomplished using a variety of methods. For your DNP-EBP project, you will be required to write a literature review section in your paper and include an evaluation table. 

This page provides access to recommended articles and books related to literature reviews and evidence synthesis. These resources are meant to increase your understanding of evidence synthesis and its importance within the evidence-based practice process. Click the links below to jump to specific sections of this page:

Recommended Articles on Writing a Literature Review

• Print Books & E-Books from the UToledo Libraries on Literature Reviews  
• Creating an Evaluation Table  

Click the links below to access articles in full-text.

After clicking the links below, proceed to the full-text by either clicking the PDF Full-Text or FindIt@UT icons. 

• Baker, J. D. (2016). The purpose, process, and methods of writing a literature review .  AORN Journal ,  103 (3), 265–269. 
• Bowden, V. R. (2022). Types of reviews - Part 3: Literature review, integrative review, scoping review .  Pediatric Nursing ,  48 (2), 97–100.  ( Refer to the Literature Review section on pp. 97-98)
• Fineout-Overholt E., Melnyk B.M., Stillwell S.B., & Williamson K.M. (2010). The process of synthesis: Seeing similarities and differences across the body of evidence .  American Journal of Nursing ,  110 (11), 43–51 ( Although this article was published over ten years ago in 2010, it is widely recognized as a classic resource on evidence synthesis. The principles are timeless and applicable in today's EBP environment. This article provides a good example of an evidence synthesis table. )
• Sutton, A., Clowes, M., Preston, L., & Booth, A. (2019). Meeting the review family: Exploring review types and associated information retrieval requirements .  Health Information & Libraries Journal ,  36 (3), 202–222. https://doi.org/10.1111/hir.12276 ( Refer to Table 3 on pp. 206-10 for helpful descriptions of various review types )
• Wakefield, A. (2015). Synthesising the literature as part of a literature review .  Nursing Standard ,  29 (29), 44–51.

Print Books & E-Books from the UToledo Libraries on Evidence Synthesis

Creating an Evaluation Table

Below is a template for creating your Evaluation Table . This table is for ALL studies, NOT one table per study.

This template was developed by Melnyk & Fineout-Overholt and is included on pp. 848-849 in the 5th edition of their text Evidence-Based Practice in Nursing & Healthcare: A Guide to Best Practice (2023). This text is required for the DNP program and is also available on Reserve at the Mulford Library. It provides additional details and prompts to help you populate your table with information from your included "keeper" studies. 

Add as many rows as needed to your table

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• Last Updated: Sep 9, 2024 5:33 PM
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DNP project guide: Formatting

• Support services
• Designing your DNP project
• Formatting tips
• Copyrighting
• Submitting to the SU Libraries
• Submitting to SOAR@SU
• Submitting to ProQuest
• Archiving in the Henderson Repository

DNP doctoral project formatting guidelines

Please note that the APA Publication Manual is primarily intended for submitting papers for journal publication. It lacks guidelines specific to dissertations and doctoral projects. To fill this gap,  this research guide provides  general formatting guidelines for you to follow. The attached template can further assist you with formatting your doctoral project. Double-check with your department for specific DNP project formatting requirements.  

• DNP doctoral project template

General formatting guidelines

• for electronic submissions: 1" margins on all sides
• for hard copy submissions to the bindery: 1,5" on the left-hand margin to accommodate binding and 1" on all other sides

Exception: allow more than 1" at the bottom of a page to avoid “widow” and “orphan” lines

Typeface  

• Times New Roman

Exceptions : special characters, math signs, symbols, and words in foreign languages

• 12-point font

Exception : use 10-point font for texts in figures/tables, footnotes, footnote numbers, and captions for figures 

• double-space between all text lines, including references and block quotes
• no extra spacing between paragraphs or before or after text headings

Exceptions : text in figures/tables and captions for figures and tables must be single-spaced

Line length

• maximum of 6.5 inches
• no hyphenation to break words at the end of a line

Indentation

• the first line of every paragraph, ½ inch, left justified

Exceptions : titles and headings; the abstract; block quotations; table titles and notes; figure captions

• no justification of right margins  

Page numbers

         Front matter: lower case Roman numerals (i, ii, iii)

Note:  The title page is unnumbered but presumed to be “i,” so the page following it is “ii.” 

Main text and back matter: numbered consecutively using Arabic numerals (1, 2, 3)

Page number placement

• at the top right of each page, including the title page 
• on the same line as the header
• numbers under 10 are written out
• numbers 10 and above are presented numerically
• numbers are always written out if they begin a sentence
• percentages are listed numerically (10%), unless the percent is the beginning of a sentence 
• first word of each paragraph, 5 spaces (1/2"inch) from left margin
• hanging indents for references

Running heads

• Title page: no running head
• All other pages: a short capitalized TITLE of your dissertation (no longer than 50 characters, including spacing and punctuation) in the top left corner of each page​

Note:  The running head should be placed within the 1” margin, not below it, on the same line as the page number,  approximately 1⁄2 - 3⁄4” from the top edge of the paper.

• double-space after all punctuation at the end of a sentence 
• punctuation is placed inside quotation marks
• punctuation is placed outside of parentheses

Major sections

• all text centered top-to-bottom on page
• Copyright page (optional)
• contains a running head and page number
• not listed in the Table of Contents
• centered, bottom third of page
• includes the copyright symbol (©),year, your full name, and “All Rights Reserved” below the copyright line

 ©2018 Victoria Martin  All Rights Reserved

• Dedication (optional)
• on a separate page
• the word Dedication : centered, in bold
• text: indented
• Acknowledgements (optional)
• the word Acknowledgements : centered, in bold
• On a separate page
• the word Abstract : top of the page, centered, in bold
• text:  no indentation, single block of text, up to 350 words
• indent 5 spaces from left margin
• type the word Keywords (italicized), followed by a colon
• list your keywords separated by a semicolon
• Table of contents
• on a separate page or pages
• the words Table of Contents: top of the page, centered, in bold 
• list the titles of all front matter, body matter, and back matter titles

Exception: do not list the copyright page in the table of contents

Tables and figures 

• inserted immediately after they are first mentioned in the text
• alignment of tables and figures is not specified by APA
• On a separate page or pages
• The word References : top of the page, centered, in bold
• cited according to APA Style (6 th edition)
• double spaced
• hanging indents
• running heads continue and appear in the upper left-hand corner
• page numbers continue and appear in the upper right-hand corner
• each appendix on a separate page or pages
• each appendix is preceded by a title page that lists the appendix with the title of the appendix underneath it in bold, centered on the page
• for a single appendix, center the word Appendix (not in bold)
• for multiple appendixes, label them Appendix A, Appendix B, Appendix C, etc.
• appendices should be cited in the text and sequenced following the order in which they are mentioned in the text
• when using copyrighted material, permission should be acknowledged in the appendix
• Biographical sketch (optional)
• the word Biographical sketch: top of the page, centered, not in bold
• text: one paragraph, left indentation

Curriculum vitae (optional)

• may follow your own format
• may be single spaced

APA heading levels

(Adapted from Purdue OWL (Online Writing Lab))

Order of pages

• List of tables (if applicable)
• List of figures (if applicable)
• Appendices (if applicable)
• CV (optional)

Footnotes and endnotes

Please note that APA does not recommend the use of footnotes and endnotes because they require special formatting and are often expensive for publishers to reproduce.

Copyright permissions

APA requires a formal permission from the copyright holder when you quote more than 500 words from a source. 

The copyright permission note must be included at the bottom of the page where the quote appears.

Quick answers from APA Style Central

• Quick answers - APA formatting
• Quick answers - APA references
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• Last Updated: Sep 8, 2022 1:45 PM
• URL: https://libraryguides.salisbury.edu/DNPprojects