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• W4328097941 abstract "In the January 2023 issue of JNP, I published my 100th editorial, letter to the editor, or commentary. They have not all been posted by JNP. I started my opinion editorials in 1999 with the Clinical Advisor. I will always be grateful to the managing editor, who saw a spark in me and invited me to continue to express my opinions on their pages. Being able to show I already had much practice in this area helped me earn the role of associate editor and then editor in chief at JNP. This type of milestone begs reflection, so I printed out my CV and began perusing the titles of my past editorials. My first opinion editorial was titled “We Need Preceptors.” Another one that first year was “Beware of Antibiotic Resistance.” Both are still significant issues for our practice today. Issues that have seen some improvement since I wrote about them in 2000 are health care reform, the Affordable Care Act is law, and fighting with the American Medical Association about nurse practitioner (NP) scope of practice, because full practice authority is possible in more than half the United States. Some things are now standard practice, and we don’t even think of them as novel anymore, like they were when I wrote about the use of the internet in health care in 2000 and communicating with patients via email in 2002. More recently, I have addressed the language we use to describe ourselves to others and to each other, how we as NPs, particularly those with a doctorate of nursing practice (DNP) degree, need to be clear in our communications about what this degree prepares us to do and articulate how that is different from the traditional PhD degree. It is unfair to our employers, colleagues, and students to use terms like “research” when referencing a DNP student’s evidence-based quality improvement (EBPQI) project. Not only do I overhear this language frequently between students, faculty, and colleagues, but according to studies totaling 160 DNP projects, there remains persistent confusion because few students use EBPQI methods.1Roush K. Tesoro M. An examination of the rigor and value of final scholarly projects completed by DNP nursing students.J Prof Nurs. 2018; 34: 437-443https://doi.org/10.1016/j.profnurs.2018.03.003Crossref PubMed Scopus (38) Google Scholar,2Waldrop J. Reynolds S. Curricular revision to increase use of quality improvement principles in doctor of nursing practice projects.J Nurse Pract. 2023; 19104530https://doi.org/10.1016/j.nurpra.2022.104530Abstract Full Text Full Text PDF Scopus (1) Google Scholar Instead, they use a quasi-experimental design, often with small sample sizes, and use inappropriate statistical analyses.3Carpenter R. Waldrop J. Carter-Templeton H. Statistical, practical and clinical significance and Doctor of Nursing Practice projects.Nurse Author Ed. 2021; 31: 50-53https://doi.org/10.1111/nae2.27Crossref Google Scholar In doing so, the clinical significance of what was implemented can be overlooked when the focus is on a P value that is not significant. Statistical process controls can more clearly help differentiate a clinical or process improvement instead. To any faculty reading this special collection of articles on innovation in NP education, I ask that you commit to becoming EBPQI experts yourselves, and if you are already an expert, that you share that expertise with any other faculty who teach in DNP programs. The sooner we reach a consensus and begin consistently preparing NPs with a systematic skill set in EBPQI, the sooner we will be able to demonstrate the value we can be to our organizations and make an impact for populations beyond direct 1:1 patient care. NPs with PhD degrees have a different skill set from those with DNP degrees, which is great! Let’s celebrate the differences and embrace each other to work together to continue what we do best: provide the highest quality evidence-based care to patients by improving the systems that promote health and provide health care." @default.
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• W4328097941 date "2023-05-01" @default.
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• W4328097941 title "Reflecting on Nurse Practitioner Education" @default.
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