ABSTRACT
BACKGROUND: With an increasing number of doctor of nursing practice (DNP) graduates, the volume of peer-reviewed journal publications among DNP-prepared nurses is rising. PURPOSE: The primary aim of this study was to quantify, analyze, and categorize DNP-authored peer-reviewed journal publications. METHODS: A descriptive research design was used to analyze DNP-authored peer-reviewed journal publications in the WorldCat, EBSCO Discovery Service, and PubMed databases from 2011 through 2021. RESULTS: The 3839 journal publications included at least one DNP-prepared nurse author. There were 2495 (65%) publications with a DNP first author, 921 (24%) with a DNP solo author, and 2918 (76%) included publication collaboration. The majority of publications were practice- (40%), nursing- (17%), and education-focused (15%). Science translation in evidence-based practice and quality improvement publications accounted for 24%. CONCLUSIONS: This study demonstrates the proliferation of DNP-authored peer-reviewed journal publications, which may indicate an increase in the number of nursing care quality initiatives occurring in the clinical setting.
Subject(s)
Education, Nursing, Graduate , Humans , Periodicals as Topic , Authorship , Peer Review , Publishing/statistics & numerical dataABSTRACT
Despite advances in the prevention and treatment of cardiovascular disease, the public and health care practitioners remain largely unaware of its threat for women. The risk and occurrence of heart disease in women are reviewed, and current resources for clinicians and patients are identified.
Subject(s)
Attitude to Health , Health Knowledge, Attitudes, Practice , Health Promotion/organization & administration , Heart Diseases/prevention & control , Primary Health Care/organization & administration , Women's Health , Female , Heart Diseases/epidemiology , Heart Diseases/etiology , Humans , Internet , Life Style , Models, Psychological , Nurse Practitioners/organization & administration , Nurse's Role , Nursing Assessment , Patient Education as Topic , Practice Guidelines as Topic , Primary Prevention/organization & administration , Risk Assessment , Risk Reduction Behavior , United States/epidemiology , Women/education , Women/psychologyABSTRACT
In the United States, nursing education prepares registered nurses for practice through generic programs of study that vary in length from 2 to 4 years. All have differing graduation requirements and purported student outcomes. Often, baccalaureate-prepared nurses with a liberal arts foundation are required to complete a comprehensive "capstone experience," which may facilitate degree differentiation upon graduation. However, there is little consensus in higher education regarding the defining aspects of such an experience. The purpose of this article is to analyze and clarify the concept of capstone experience in the context of baccalaureate nursing education. Using a traditional approach of concept analysis [Walker, L. O., & Avant, K. C. (2004). Strategies for theory construction in nursing (4th ed.). Upper Saddle River, NJ: Pearson], an extensive review of pertinent literature was completed. As a result, critical or defining attributes, antecedents, and consequences of capstone experiences were determined. Case examples, including a real model case, highlight these aspects, and a definition of capstone experience is offered. Implications for nursing education, research, and practice are provided, and a useful list of evaluative criteria for capstone experiences is presented.