Deck 5: The DNP Graduate As Educator

Question 1

There is precedent for DNP graduates to become faculty at universities because other fields also promote faculty with practice-focused doctorates. The exception to these other identified fields is ________.

A) law
B) physical therapy
C) education
D) public health

Answer 1

C
Explanation: Although it might be the case that there are some practice-focused faculty in the field of education, this was not specified by Chism.

Question 2

There is a need for DNP faculty who focus on practice because ___________.

A) DNP graduates have specific essentials that address education
B) research-focused faculty are not as commonly up-to-date with clinical practice
C) research-focused faculty are not as well-suited in applied clinical practice
D) active practice allows for corresponding applied clinical learning environments

Answer 2

D
Explanation: According to Chism, because the DNP program is a clinical program, it might make more sense for DNPs to be more involved in the applied emphases of nursing education.

Question 3

Which of the following LEAST characterizes the strengths that DNP graduates bring to graduate education?

A) Use of evidence-based practice in healthcare
B) Expanded knowledge of health and safety
C) Extended experience in team practice
D) Increased publication of peer-reviewed reports

Answer 3

D
Explanation: While peer-reviewed manuscripts may be part of what some DNPs focus on, it is not one of the items cited by Chism as a strength that DNP graduates bring to graduate education.

Question 4

The ________ proposed that the DNP program offer course-work to prepare the graduate to become nurse educators.

A) AACN Position Statement on the Practice Doctorate in Nursing
B) ANA Position Statement on the DNP Program
C) AACN Essentials of Doctoral Education for Advanced Nursing Practice
D) IOM To Err is Human: Building a Safer Health System

Question 5

Which of the following is NOT an area recommended to be included in the DNP program to prepare DNP graduates to become faculty?

A) Learning about innovative strategies related to distance education
B) Developing innovative practice opportunities for positive essentials outcomes
C) Focusing on writing reports that support enhancements to DNP curricula
D) Learning about methods to enhance and evaluate DNP clinical projects

Question 6

Craft a pervasive argument that does not support DNP graduates becoming faculty members at colleges and universities.
Responses should be one to two paragraphs in length.
Tips: Examine the Essentials for DNP program curricula to see what is specifically addressed and what is not included.

Question 7

The traditional paradigm of faculty following a tenure track requirements of demonstrating research, education and service has been in place for decades. Argue for or against the new paradigm of allowing tenure-track faculty more leeway in emphasizing roles (or other ideas promoted for changing the traditional paradigm). Responses should be one to two paragraphs in length.
Tips: Outline the traditional paradigm, then discuss and argue for or against alternatives to it.

Question 8

Of the five strategies to address nursing faculty shortages described by Chism, evaluate at least two you believe would be the most effective in addressing the shortage and support your beliefs. Responses should be one to two paragraphs in length.
Tips: Ensure you outline the five strategies before evaluate those you believe would be the most effective in addressing the nursing faculty shortage.

Question 9

Challenge the reasoning that DNP programs should include the preparation of nurse educators as proposed by Chism.
Responses should be one to two paragraphs in length.
Tips: Chism states that issues and areas such as graduate programs already prepare DNP graduates to become educators and that educational theory and methodology are important in master's-prepared nurses. You should challenge this reasoning.

Question 10

Boyer (published in 1990) proposed that applying knowledge through professional practice (non-research applications) ought to be valued as much as new scientific knowledge. Chism uses Boyer's article as a support for DNP graduates' clinical application of knowledge, which ought to be considered in tenure decisions. Advocate for Chism's position.
Responses should be one to two paragraphs in length.
Tips: Note the several factors involved in aspects of scholarship: expanding definitions, that DNP graduates are publishing their applied research in scholarly nursing literature; that DNP graduates are more often featured as first author; and other factors.