The practice ready Doctor of Nursing Practice-prepared nurse: A call to action
Julee Waldrop, Jayne Jennings Dunlap, Anne Derouin
Abstract
BACKGROUND: More than two decades after the inception of the Doctor of Nursing Practice (DNP) degree, confusion persists about the competencies that DNP-prepared nurses bring to practice. Despite growth in programs nationwide, DNP projects often lack methodological rigor, resulting in variable outcomes and unclear stakeholder value. PURPOSE: To ensure consistency, programs must adopt a competency-based approach that prepares nurses to lead evidence-based practice/quality improvement, program evaluation, and policy analysis initiatives. METHODS: The Mountain Model provides a clear framework aligned with national standards to differentiate DNP-prepared practice from that of MSN- and PhD-prepared nurses. DISCUSSION: Faculty must be equipped to mentor students in high-impact projects and reevaluate curricula to support skill development relevant to practice. Without bold curricular and faculty development reforms, the DNP graduate's value will remain questioned. CONCLUSION: Nursing programs must prioritize clarity, accountability, and competency in preparing nurse leaders to transform healthcare.