Journeying through the DNP project: A qualitative, descriptive study

Abstract

Background: As a requirement of doctor in nursing practice (DNP) programs, a final scholarly project is required. Little is known about the student experience initiating, implementing, evaluating, and disseminating the scholarly DNP project.

Purpose: The purpose of this qualitative, descriptive study was to explore descriptions of what it is like to move through the DNP project process, from the perspective of successful recent DNP graduates.

Method: Using purposive, convenience, and snowball sampling, 15 recent DNP graduates were recruited to participate in a semi-structured interview. Using a pragmatic, open coding approach with constant comparison, four researchers evaluated the transcripts and reduced the data three times by coding and categorizing, clustering responses so the essential theme emerged.

Results: Nine categories were interpreted, and one overarching theme emerged: Journeying Through the DNP Project. A metaphor weaving together the categories is offered.

Conclusion: Faculty support, through communication and mentorship, is strongly encouraged. Rigor of projects needs to be enhanced. Student experiences may be improved by faculty establishing supportive student relationships and ensuring that faculty understand the differences between and among research, evidence-based practice, quality improvement, and process improvement. The DNP student experience can be enhanced with program support and faculty mentorship and support.

Keywords: DNP project; Mentoring; Qualitative research; Rigor; Support.