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Leader: Grace N Strengths-Based Leadership Insight Report S U R V E Y C O M P L E T I O N D A T E : 1 0 - 1 8 - 2 0 2 1 DON CLIFTON Father of Strengths Psychology and Inventor of CliftonStrengths 68416648 (Grace N) Copyright © 2000, 2006-2012 Gallup, Inc. All rights reserved. 1 Gallup found that it serves a team well to have a representation of strengths in each of the four domains of leadership strength: Executing, Influencing, Relationship Building, and Strategic Thinking. Instead of one dominant leader who tries to do everything or individuals who all have similar strengths, contributions from all four domains lead to a strong and cohesive team. This doesnt mean that each person on a team must have strengths exclusively in a single category. In most cases, each team member will possess some strength in multiple domains. According to our latest research, the 34 Clifton StrengthsFinder themes naturally cluster into these four domains of leadership strength. See below for how your top five themes sort into the four domains. As you think about how you can contribute to a team and who you need to surround yourself with, this may be a good starting point. Depending on the order of your themes and how you responded to the assessment, some of your themes may share identical insight statements. If this occurs, the lower ranked theme will not display insight statements to avoid duplication on your report. YOUR TOP FIVE CLIFTONSTRENGTHS THEMES E X E C U T I N G I N F L U E N C I N G R E L A T I O N S H I P B U I L D I N G S T R A T E G I C T H I N K I N G Responsibility Maximizer Positivity Consistency Belief 68416648 (Grace N) Copyright © 2000, 2006-2012 Gallup, Inc. All rights reserved. 2 Your Personalized Strengths Insights RESPONSIBILITY Instinctively, you are quite comfortable being honest about yourself with others. You harbor very few illusions about who you really are. Furthermore, you can openly acknowledge your mistakes and shortcomings. This is apt to distinguish you from most people. Driven by your talents, you conduct yourself in a proper, ethical, legal, and upright manner to avoid feeling you have done something wrong. You truly regret making a mistake, violating a rule, breaking a trust, or producing poor results. You set high standards for yourself in various areas of your life. By nature, you might find it difficult to extinguish your impulse to work hard. Your feelings of personal accountability might impel you to set few limits for yourself. Instead of watching the clock, you might lose track of time if immersed in simple or complex projects. Disregarding your official work schedule, you may stay late or arrive early to finish assignments. Perhaps you sense that you will somehow accomplish whatever you said you would do. It’s very likely that you might shoulder your obligations and duties with relative ease. You might be motivated to behave in ways that cause individuals to say you are dependable. Because of your strengths, you may be exact about certain things you do or how you do them. Perhaps you follow your conscience when you need to distinguish right from wrong or excellence from mediocrity. MAXIMIZER It’s very likely that you concentrate most of your energy on what you know you do well. You ask, “Why waste time trying to fix myself?” You contend it is wiser and more sensible to build on what you naturally do best. Because of your strengths, you may prefer to spend time with people who respect and approve of your talents. Perhaps you can sense when individuals belittle your abilities or discount your results. Chances are good that you are hardwired to pay attention to your most recent accomplishments. You usually savor your moments of excellence. This is likely to enhance your understanding of what you do well. Driven by your talents, you have a reputation as a hard worker. You probably help people understand your talents and areas of excellence. They frequently observe you practicing the use of your talents, skills, and knowledge. You sense you can do various things much better tomorrow as long as you refuse to take your abilities for granted today. Instinctively, you recognize you have a soothing effect on many kinds of people. Frequently you listen to and talk with individuals who are experiencing sadness, agitation, anxiety, frustration, fear, anger, excitement, loss, or emptiness. POSITIVITY By nature, you sometimes feel quite good about what life has to offer. Perhaps your attitude helps others be more optimistic and upbeat, too. Instinctively, you may raise people’s awareness about what is correct, right, proper, or good with your upbeat attitude about life. Driven by your talents, you might have a knack 68416648 (Grace N) Copyright © 2000, 2006-2012 Gallup, Inc. All rights reserved. 3 for identifying problems. You might generate alternatives for solving them. Sometimes you consider the pros and cons of each option. Perhaps you factor into your thinking prevailing circumstances or available resources. Maybe you feel life is good when you think you may be choosing the best course of action. Chances are good that you might sense that all is well in your world when you can work alongside certain friends. Perhaps what you accomplish together makes you feel so good that you look forward to partnering with them again. You may realize these individuals enrich your life. It’s very likely that you inspire your teammates with words that bolster their confidence. You repeatedly remind them they have the abilities needed to attain their goals. CONSISTENCY By nature, you work industriously to finish all your daily assignments. You derive a great deal of satisfaction from reaching goals others have set for you. Meeting their expectations for the day undoubtedly is one of your top priorities. Chances are good that you characteristically find something valuable in what each person says. Then you acknowledge it. You carefully balance the amount of time and attention you give to every individual. You guard against leaving the impression that you think some people are smarter or better than others. Instead, you seek to accommodate everyone’s needs and expectations. Because of your efforts, potential misunderstandings and disagreements are kept to a minimum. It’s very likely that you are most comfortable with people who appreciate your need for conformity. You define fairness as giving everyone the same advantages. You follow rules and administer policies without showing favoritism to any person or group. Because of your strengths, you help keep the peace on your team by doing your share of each day’s assignments. You generally perform your tasks so no one in the group has to do chores you overlooked, ignored, or forgot. Driven by your talents, you deal with people the same way no matter how different they happen to be in terms of their positions, age, education, talents, skills, knowledge, or production. You contend it is unjust to give one individual special treatment while denying the same favor to everyone else. BELIEF Chances are good that you periodically address personal shortcomings by confronting them. You might aim to minimize or eliminate some of them. Once in a while, you go on a quest to enhance your skills, polish your style, revamp your appearance, or expand your knowledge. It’s very likely that you occasionally sense you are part of something bigger or more important than yourself. Maybe this conviction influences choices you make in life. Driven by your talents, you periodically enter contests for fun or to spend time with friends. In the process, you might find yourself part of something larger, like building team spirit or raising funds for a worthy cause. Perhaps this sense of being linked to other people means more to you than finishing first or claiming an award. Instinctively, you are naturally inclined to make sacrifices that benefit someone else. You enjoy being generous with your time, knowledge, skills, experiences, resources, or possessions. By nature, you may be particularly cheerful and upbeat when people accept your strong feelings about matters that affect the quality of your life. 68416648 (Grace N) Copyright © 2000, 2006-2012 Gallup, Inc. All rights reserved. 4 Strengths-Based Leadership Insight Report Your Top Five CliftonStrengths Themes Your Personalized Strengths Insights Responsibility Maximizer Positivity Consistency Belief our Leadership Style Assessment Results You took the test, now what? Download an  excerpt of the Introduction  to Your Leadership Legacy or  purchase  the book. Top of Form Subscribe to our email list for occasional news from the authors.   past issue Bottom of Form Follow Rob Galford on Twitter Take the test again . Your assessment results show that you have the characteristics of these types of leaders: • Ambassador – your score is 13 points out of 25 • Advocate – your score is 15 out of 25 • People Mover – your score is 16 out of 25 • Truth-Seeker – your score 16 out of 25 • Creative builder – your score is 20 out of 25 • Experienced guide – your score is 19 out of 25 See the sections below for more detail on your natural roles and some suggestions for  next steps . Ambassador Ambassadors instinctively know how to handle a variety of situations with grace. They tend to be the people diffusing nasty situations. The ones getting involved in conflicts on behalf of broad constituencies, as opposed for their own benefit. They are apt to be persistent in a gentle way -- to be persuasive and at the same time respectful. An Ambassador, for example, might be someone who can introduce a whole host of people-assessment and development frameworks with the result that employees understand and accept the new order easily. Advocate Advocates instinctively act as the spokesperson in a group. They tend to be articulate, rational, logical, and persuasive. They also tend to be relentless (in the positive sense of the word), championing ideas or strategic positions. Advocates tend to use both linear and non-linear approaches when they argue a point. Top managers who are natural Ambassadors may do very well at navigating through rough waters. But for Advocates, being in rough waters is part of the reason they revel in their work. (Many Advocates tend to see things in black and white only. Advocates very often need Ambassadors on their senior management teams -- to help them temper their messages and persuade employees to “buy into” their decisions.) People Mover Think: Talent-spotter, career-builder, motivator, someone with parental, nurturing qualities. People Movers instinctively take the lead in building teams. They’re also instinctive mentors. They generally have large contact lists; they are always introducing new people to new ideas and new paths. They’re also generally mindful of their employees’ lives outside of work; they view performance through the larger lens of potential. There is a certain “holiday card joy” that comes with being a People Mover; when people continue to update you on their progress because they know you’ll care, even if you have nothing in common with them and are effectively out of touch with them, you know you’re a People Mover. Truth-Seeker Think: fairness, good judgment, equalizer, level-headed, process-oriented, scrupulous neutrality, objectivity is the high standard. This is the only role for which there is a “prerequisite;” Truth-Seekers are unfailingly competent in their field; their competence is unquestioned. Truth-Seekers instinctively level the playing field for those in need. They also help people understand new rules and policies. They act to preserve the integrity of processes. They try to identify the root-cause issues, or pivotal issues. They also step in to ensure the just and fair outcome if the process has failed to yield the same. Successful individuals in the Human Resources function are generally natural Truth-Seekers. Truth-Seekers also tend to gravitate towards line-manager positions. Creative Builder These individuals are visionaries and entrepreneurs – they are happiest and most driven at the start of things. They instinctively: see new opportunities for new products, new companies; spot niche markets; take ideas and make them real. They’re also often “serial entrepreneurs” over time, even if they remain in one leadership post. Creative Builders instinctively understand that building is not necessarily about invention, but about process of making an invention real. Builders are constantly energized by new ideas, yet they have the staying power to see them through to fruition. The issue is rarely simply the idea; builders aren’t “Hey Dave, what’s your latest scheme?” people. Builders are fascinated with implementation. Real estate developers are often “builders” in this way (beyond the obvious connection); they feel most rewarded when a project gets underway, or is newly completed. Builders sometimes get into trouble if they remain in one place for too long. There are case studies, too numerous to mention, of entrepreneurs whose legacies are negative because they became enmeshed in the day-to-day operations of the companies they created, and didn’t know when it was time to leave. Builders can successfully remain in a single leadership position only if they figure out how to feed their own need for new projects. Here’s an equation to try on yourself if you identify with the role of builder: Strength of belief in end result + Ability to tolerate the process = Creative Builder Experienced Guide The term “Experienced Guide” conjures up an image of someone very old and wrinkled, with the experience that comes with age. That’s not incorrect, but Experienced Guides don’t have to be old, or necessarily experienced. What they do have to have is an ability to listen, and to put themselves in others’ shoes. They have a way of helping people think through their own problems; they are natural therapists. Often, they are seemingly bottomless wells of information on a diverse range of topics. These are the people who can always be counted on to supply the right quotation or the right historical connection. They are not necessarily mediators, yet the experienced guide is often the person who finds him or herself “in the middle,” with people on both sides of a conflict seeking advice. When a corporate meeting has been particularly stressful or fraught with conflict, the “post-meeting, closed-door meeting” often takes place in the Wise One’s office. Remember the “family lawyer” of old? The person, outside of the family, who knew (and kept) all the family secrets, and was often sought for advice? The experienced guide role naturally lends itself today to the position of minister, counselor, trusted advisor. Renato Tagiuri, emeritus professor at the Harvard Business School, noted that natural “experienced guides” are often found one level down from the top in organizations. They get their greatest satisfaction helping others get through the day and helping others see the bigger picture. They empathize. Your Next Steps Your natural role will give you a broad indication of the types of legacies you are building as a leader. With that natural (or default) role in mind, ask yourself: In what way is my leadership affecting the people who work with and for me? How do I affect the way they work, the way they think, the way they approach a task at work? How does my natural style affect their style? Try asking these questions in a broad strokes kind of way, and then go back and ask them again, with particular situations in mind. Last weeks round of performance reviews, for instance, or the most recent staff meeting. How does the way in which you approach things change or steer the way in which others behave? What might you try to accentuate, by a degree or two, to help you build the kind of leadership legacy you would like to? What might you delegate a bit more, or seek others input (again by a degree or two)? An enhanced understanding of your own natural orientation at work can help you calibrate your leadership, and the dynamics of your organization, more effectively. Thank you for taking The Leadership Legacy Assessment. S ubscribe Me 1 The Essentials of Doctoral Education for Advanced Nursing Practice October 2006 TABLE OF CONTENTS Page Introduction Background 3 Comparison Between Research-Focused and Practice-Focused Doctoral Education 3 AACN Task Force on the Practice Doctorate in Nursing 4 Context of Graduate Education in Nursing 5 Relationships of Master’s, Practice Doctorate, and Research Doctorate Programs 6 DNP Graduates and Academic Roles 7 The Essentials of Doctoral Education for Advanced Nursing Practice 8 I. Scientific Underpinnings for Practice 8 II. Organizational and Systems Leadership for Quality Improvement and Systems Thinking 9 III. Clinical Scholarship and Analytical Methods for Evidence-Based Practice 11 IV. Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care 12 V. Health Care Policy for Advocacy in Health Care 13 VI. Interprofessional Collaboration for Improving Patient and Population Health Outcomes 14 VII. Clinical Prevention and Population Health for Improving the Nation’s Health 15 VIII. Advanced Nursing Practice 16 Incorporation of Specialty-Focused Competencies into DNP Curricula 17 Advanced Practice Nursing Focus 17 Aggregate/Systems/Organizational Focus 18 A DVAN CIN G HI GH ER ED UCA T IO N IN NU RSI NG One Dupont Circle NW, Suite 530 · Washington, DC 20036 · 202-463-6930 tel · 202-785-8320 fax · www.aacn.nche.edu 2 Curricular Elements and Structure 18 Program Length 18 Practice Experiences in the Curriculum 19 Final DNP Project 19 DNP Programs in the Academic Environment: Indicators of Quality in Doctor of Nursing Practice Programs 20 Faculty Characteristics 20 The Faculty and Practice 20 Practice Resources and Clinical Environment Resources 21 Academic Infrastructure 21 Appendix A Advanced Health/Physical Assessment 23 Advanced Physiology and Pathophysiology 23 Advanced Pharmacology 24 Appendix B DNP Essentials Task Force 25 References 27 3 Introduction Background Doctoral programs in nursing fall into two principal types: research-focused and practice- focused. Most research-focused programs grant the Doctor of Philosophy degree (PhD), while a small percentage offers the Doctor of Nursing Science degree (DNS, DSN, or DNSc). Designed to prepare nurse scientists and scholars, these programs focus heavily on scientific content and research methodology; and all require an original research project and the completion and defense of a dissertation or linked research papers. Practice-focused doctoral programs are designed to prepare experts in specialized advanced nursing practice. They focus heavily on practice that is innovative and evidence-based, reflecting the application of credible research findings. The two types of doctoral programs differ in their goals and the competencies of their graduates. They represent complementary, alternative approaches to the highest level of educational preparation in nursing. The concept of a practice doctorate in nursing is not new. However, this course of study has evolved considerably over the 20 years since the first practice-focused nursing doctorate, the Doctor of Nursing (ND), was initiated as an entry-level degree. Because research- and practice-focused programs are distinctly different, the current position of the American Association of Colleges of Nursing (AACN, 2004) [detailed in the Position Statement on the Practice Doctorate in Nursing] is that: “The two types of doctorates, research-focused and practice-focused, may coexist within the same education unit” and that the practice-focused degree should be the Doctor of Nursing Practice (DNP). Recognizing the need for consistency in the degrees required for advanced nursing practice, all existing ND programs have transitioned to the DNP. Comparison Between Research-Focused and Practice-Focused Doctoral Education Research- and practice-focused doctoral programs in nursing share rigorous and demanding expectations: a scholarly approach to the discipline, and a commitment to the advancement of the profession. Both are terminal degrees in the discipline, one in practice and one in research. However, there are distinct differences between the two degree programs. For example, practice-focused programs understandably place greater emphasis on practice, and less emphasis on theory, meta-theory, research methodology, and statistics than is apparent in research-focused programs. Whereas all research- focused programs require an extensive research study that is reported in a dissertation or through the development of linked research papers, practice-focused doctoral programs generally include integrative practice experiences and an intense practice immersion experience. Rather than a knowledge-generating research effort, the student in a practice- focused program generally carries out a practice application-oriented “final DNP project,” which is an integral part of the integrative practice experience. 4 AACN Task Force on the Practice Doctorate in Nursing The AACN Task Force to Revise Quality Indicators for Doctoral Education found that the Indicators of Quality in Research-Focused Doctoral Programs in Nursing are applicable to doctoral programs leading to a PhD or a DNS degree (AACN, 2001b, p. 1). Therefore, practice-focused doctoral programs will need to be examined separately from research-focused programs. This finding coupled with the growing interest in practice doctorates prompted the establishment of the AACN Task Force on the Practice Doctorate in Nursing in 2002. This task force was convened to examine trends in practice-focused doctoral education and make recommendations about the need for and nature of such programs in nursing. Task force members included representatives from universities that already offered or were planning to offer the practice doctorate, from universities that offered only the research doctorate in nursing, from a specialty professional organization, and from nursing service administration. The task force was charged to describe patterns in existing practice-focused doctoral programs; clarify the purpose of the practice doctorate, particularly as differentiated from the research doctorate; identify preferred goals, titles, and tracks; and identify and make recommendations about key issues. Over a two-year period, this task force adopted an inclusive approach that included: 1) securing information from multiple sources about existing programs, trends and potential benefits of a practice doctorate; 2) providing multiple opportunities for open discussion of related issues at AACN and other professional meetings; and 3) subjecting draft recommendations to discussion and input from multiple stakeholder groups. The final position statement was approved by the AACN Board of Directors in March 2004 and subsequently adopted by the membership. The 2004 DNP position statement calls for a transformational change in the education required for professional nurses who will practice at the most advanced level of nursing. The recommendation that nurses practicing at the highest level should receive doctoral level preparation emerged from multiple factors including the expansion of scientific knowledge required for safe nursing practice and growing concerns regarding the quality of patient care delivery and outcomes. Practice demands associated with an increasingly complex health care system created a mandate for reassessing the education for clinical practice for all health professionals, including nurses. A significant component of the work by the task force that developed the 2004 position statement was the development of a definition that described the scope of advanced nursing practice. Advanced nursing practice is broadly defined by AACN (2004) as: any form of nursing intervention that influences health care outcomes for individuals or populations, including the direct care of individual patients, management of care for individuals and populations, administration of nursing and health care organizations, and the development and implementation of health policy. (p. 2) 5 Furthermore, the DNP position statement (AACN, 2004, p. 4) identifies the benefits of practice focused doctoral programs as: • development of needed advanced competencies for increasingly complex practice, faculty, and leadership roles; • enhanced knowledge to improve nursing practice and patient outcomes; • enhanced leadership skills to strengthen practice and health care delivery; • better match of program requirements and credits and time with the credential earned; • provision of an advanced educational credential for those who require advanced practice knowledge but do not need or want a strong research focus (e.g., practice faculty); • enhanced ability to attract individuals to nursing from non-nursing backgrounds; and • increased supply of faculty for practice instruction. As a result of the membership vote to adopt the recommendation that the nursing profession establish the DNP as its highest practice degree, the AACN Board of Directors, in January 2005, created the Task Force on the Essentials of Nursing Education for the Doctorate of Nursing Practice and charged this task force with development of the curricular expectations that will guide and shape DNP education. The DNP Essentials Task Force is comprised of individuals representing multiple constituencies in advanced nursing practice (see Appendix B). The task force conducted regional hearings from September 2005 to January 2006 to provide opportunities for feedback from a diverse group of stakeholders. These hearings were designed using an iterative process to develop this document. In total, 620 participants representing 231 educational institutions and a wide variety of professional organizations participated in the regional meetings. Additionally, a national stakeholders’ conference was held in October 2005 in which 65 leaders from 45 professional organizations participated. Context of Graduate Education in Nursing Graduate education in nursing occurs within the context of societal demands and needs as well as the interprofessional work environment. The Institute of Medicine (IOM, 2003) and the National Research Council of the National Academies (2005, p. 74) have called for nursing education that prepares individuals for practice with interdisciplinary, information systems, quality improvement, and patient safety expertise. In hallmark reports, the IOM (1999, 2001, 2003) has focused attention on the state of health care delivery, patient safety issues, health professions education, and leadership for nursing practice. These reports highlight the human errors and financial burden caused by fragmentation and system failures in health care. In addition, the IOM calls for dramatic restructuring of all health professionals’ education. Among the recommendations resulting from these reports are that health care organizations and 6 groups promote health care that is safe, effective, client-centered, timely, efficient, and equitable; that health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement, and informatics; and, that the best prepared senior level nurses should be in key leadership positions and participating in executive decisions. Since AACN published The Essentials of Master’s Education for Advanced Practice Nursing in 1996 and the first set of indicators for quality doctoral nursing education in 1986, several trends in health professional education and health care delivery have emerged. Over the past two decades, graduate programs in nursing have expanded from 220 institutions offering 39 doctoral programs and 180 master’s programs in 1986 to 518 institutions offering 101 doctoral programs and 417 master’s programs in 2006. Increasing numbers of these programs offer preparation for certification in advanced practice specialty roles such as nurse practitioners, nurse midwives, nurse anesthetists, and clinical nurse specialists. Specialization is also a trend in other health professional education. During this same time period, the explosion in information, technology, and new scientific evidence to guide practice has extended the length of educational programs in nursing and the other health professions. In response to these trends, several other health professions such as pharmacy, physical therapy, occupational therapy, and audiology have moved to the professional or practice doctorate for entry into these respective professions. Further, support for doctoral education for nursing practice was found in a review of current master’s level nursing programs (AACN, 2004, p. 4). This review indicated that many programs already have expanded significantly in response to the above concerns, creating curricula that exceed the usual credit load and duration for a typical master’s degree. The expansion of credit requirements in these programs beyond the norm for a master’s degree raises additional concerns that professional nurse graduates are not receiving the appropriate degree for a very complex and demanding academic experience. Many of these programs, in reality, require a program of study closer to the curricular expectations for other professional doctoral programs rather than for master’s level study. Relationships of Master’s, Practice Doctorate, and Research Doctorate Programs The master’s degree (MSN) historically has been the degree for specialized advanced nursing practice. With development of DNP programs, this new degree will become the preferred preparation for specialty nursing practice. As educational institutions transition from the master’s to DNP degree for advanced practice specialty preparation, a variety of program articulations and pathways are planned. One constant is true for all of these models. The DNP is a graduate degree and is built upon the generalist foundation acquired through a baccalaureate or advanced generalist master’s in nursing. The Essentials of Baccalaureate Education (AACN, 1998) summarizes the core knowledge and competencies of the baccalaureate prepared nurse. Building on this foundation, the DNP core competencies establish a base for advanced nursing practice in an area of specialization. Ultimately, the terminal degree options in nursing will fall into two 7 primary education pathways: professional entry degree (baccalaureate or master’s) to DNP degree or professional entry degree (baccalaureate or master’s) to PhD degree. As in other disciplines with practice doctorates, some individuals may choose to combine a DNP with a PhD. Regardless of the entry point, DNP curricula are designed so that all students attain DNP end-of-program competencies. Because different entry points exist, the curricula must be individualized for candidates based on their prior education and experience. For example, early in the transition period, many students entering DNP programs will have a master’s degree that has been built on AACN’s Master’s Essentials. Graduates of such programs would already have attained many of the competencies defined in the DNP Essentials. Therefore, their program will be designed to provide those DNP competencies not previously attained. If a candidate is entering the program with a non- nursing baccalaureate degree, his/her program of study likely will be longer than a candidate entering the program with a baccalaureate or master’s in nursing. While specialty advanced nursing education will be provided at the doctoral level in DNP programs, new options for advanced generalist master’s education are being developed. DNP Graduates and Academic Roles Nursing as a practice profession requires both practice experts and nurse scientists to expand the scientific basis for patient care. Doctoral education in nursing is designed to prepare nurses for the highest level of leadership in practice and scientific inquiry. The DNP is a degree designed specifically to prepare individuals for specialized nursing practice, and The Essentials of Doctoral Education for Advanced Nursing Practice articulates the competencies for all nurses practicing at this level. In some instances, individuals who acquire the DNP will seek to fill roles as educators and will use their considerable practice expertise to educate the next generation of nurses. As in other disciplines (e.g., engineering, business, law), the major focus of the educational program must be on the area of practice specialization within the discipline, not the process of teaching. However, individuals who desire a role as an educator, whether that role is operationalized in a practice environment or the academy, should have additional preparation in the science of pedagogy to augment their ability to transmit the science of the profession they practice and teach. This additional preparation may occur in formal course work during the DNP program. Some teaching strategies and learning principles will be incorporated into the DNP curriculum as it relates to patient education. However, the basic DNP curriculum does not prepare the graduate for a faculty teaching role any more than the PhD curriculum does. Graduates of either program planning a faculty career will need preparation in teaching methodologies, curriculum design and development, and program evaluation. This preparation is in addition to that required for their area of specialized nursing practice or research in the case of the PhD graduate. 8 The Essentials of Doctoral Education for Advanced Nursing Practice The following DNP Essentials outline the curricular elements and competencies that must be present in programs conferring the Doctor of Nursing Practice degree. The DNP is a degree title, like the PhD or MSN, and does not designate in what specialty a graduate is prepared. DNP graduates will be prepared for a variety of nursing practice roles. The DNP Essentials delineated here address the foundational competencies that are core to all advanced nursing practice roles. However, the depth and focus of the core competencies will vary based on the particular role for which the student is preparing. For example, students preparing for organizational leadership or administrative roles will have increased depth in organizational and systems’ leadership; those preparing for policy roles will have increased depth in health care policy; and those preparing for APN roles (nurse practitioners, clinical nurse specialists, nurse anesthetists, and nurse midwives) will have more specialized content in an area of advanced practice nursing. Additionally, it is important to understand that the delineation of these competencies should not be interpreted to mean that a separate course for each of the DNP Essentials should be offered. Curricula will differ in emphases based on the particular specialties for which students are being prepared. The DNP curriculum is conceptualized as having two components: 1. DNP Essentials 1 through 8 are the foundational outcome competencies deemed essential for all graduates of a DNP program regardless of specialty or functional focus. 2. Specialty competencies/content prepare the DNP graduate for those practice and didactic learning experiences for a particular specialty. Competencies, content, and practica experiences needed for specific roles in specialty areas are delineated by national specialty nursing organizations. The DNP Essentials document outlines and defines the eight foundational Essentials and provides some introductory comments on specialty competencies/content. The specialized content, as defined by specialty organizations, complements the areas of core content defined by the DNP Essentials and constitutes the major component of DNP programs. DNP curricula should include these two components as appropriate to the specific advanced nursing practice specialist being prepared. Additionally, the faculty of each DNP program has the academic freedom to create innovative and integrated curricula to meet the competencies outlined in the Essentials document. Essential I: Scientific Underpinnings for Practice The practice doctorate in nursing provides the terminal academic preparation for nursing practice. The scientific underpinnings of this education reflect the complexity of practice 9 at the doctoral level and the rich heritage that is the conceptual foundation of nursing. The discipline of nursing is focused on: • The principles and laws that govern the life-process, well-being, and optimal function of human beings, sick or well; • The patterning of human behavior in interaction with the environment in normal life events and critical life situations; • The nursing actions or processes by which positive changes in health status are affected; and • The wholeness or health of human beings recognizing that they are in continuous interaction with their environments (Donaldson & Crowley, 1978; Fawcett, 2005; Gortner, 1980). DNP graduates possess a wide array of knowledge gleaned from the sciences and have the ability to translate that knowledge quickly and effectively to benefit patients in the daily demands of practice environments (Porter-O’Grady, 2003). Preparation to address current and future practice issues requires a strong scientific foundation for practice. The scientific foundation of nursing practice has expanded and includes a focus on both the natural and social sciences. These sciences that provide a foundation for nursing practice include human biology, genomics, the science of therapeutics, the psychosocial sciences, as well as the science of complex organizational structures. In addition, philosophical, ethical, and historical issues inherent in the development of science create a context for the application of the natural and social sciences. Nursing science also has created a significant body of knowledge to guide nursing practice and has expanded the scientific underpinnings of the discipline. Nursing science frames the development of middle range theories and concepts to guide nursing practice. Advances in the foundational and nursing sciences will occur continuously and nursing curricula must remain sensitive to emerging and new scientific findings to prepare the DNP for evolving practice realities. The DNP program prepares the graduate to: 1. Integrate nursing science with knowledge from ethics, the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of nursing practice. 2. Use science-based theories and concepts to: • determine the nature and significance of health and health care delivery phenomena; • describe the actions and advanced strategies to enhance, alleviate, and ameliorate health and health care delivery phenomena as appropriate; and • evaluate outcomes. 3. Develop and evaluate new practice approaches based on nursing theories and theories from other disciplines. 10 Essential II: Organizational and Systems Leadership for Quality Improvement and Systems Thinking Organizational and systems leadership are critical for DNP graduates to improve patient and healthcare outcomes. Doctoral level knowledge and skills in these areas are consistent with nursing and health care goals to eliminate health disparities and to promote patient safety and excellence in practice. DNP graduates’ practice includes not only direct care but also a focus on the needs of a panel of patients, a target population, a set of populations, or a broad community. These graduates are distinguished by their abilities to conceptualize new care delivery models that are based in contemporary nursing science and that are feasible within current organizational, political, cultural, and economic perspectives. Graduates must be skilled in working within organizational and policy arenas and in the actual provision of patient care by themselves and/or others. For example, DNP graduates must understand principles of practice management, including conceptual and practical strategies for balancing productivity with quality of care. They must be able to assess the impact of practice policies and procedures on meeting the health needs of the patient populations with whom they practice. DNP graduates must be proficient in quality improvement strategies and in creating and sustaining changes at the organizational and policy levels. Improvements in practice are neither sustainable nor measurable without corresponding changes in organizational arrangements, organizational and professional culture, and the financial structures to support practice. DNP graduates have the ability to evaluate the cost effectiveness of care and use principles of economics and finance to redesign effective and realistic care delivery strategies. In addition, DNP graduates have the ability to organize care to address emerging practice problems and the ethical dilemmas that emerge as new diagnostic and therapeutic technologies evolve. Accordingly, DNP graduates are able to assess risk and collaborate with others to manage risks ethically, based on professional standards. Thus, advanced nursing practice includes an organizational and systems leadership component that emphasizes practice, ongoing improvement of health outcomes, and ensuring patient safety. In each case, nurses should be prepared with sophisticated expertise in assessing organizations, identifying systems’ issues, and facilitating organization-wide changes in practice delivery. In addition, advanced nursing practice requires political skills, systems thinking, and the business and financial acumen needed for the analysis of practice quality and costs. The DNP program prepares the graduate to: 1. Develop and evaluate care delivery approaches that meet current and future needs of patient populations based on scientific findings in nursing and other clinical sciences, as well as organizational, political, and economic sciences. 2. Ensure accountability for quality of health care and patient safety for populations with whom they work. 11 a. Use advanced communication skills/processes to lead quality improvement and patient safety initiatives in health care systems. b. Employ principles of business, finance, economics, and health policy to develop and implement effective plans for practice-level and/or system-wide practice initiatives that will improve the quality of care delivery. c. Develop and/or monitor budgets for practice initiatives. d. Analyze the cost-effectiveness of practice initiatives accounting for risk and improvement of health care outcomes. e. Demonstrate sensitivity to diverse organizational cultures and populations, including patients and providers. 3. Develop and/or evaluate effective strategies for managing the ethical dilemmas inherent in patient care, the health care organization, and research. Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice Scholarship and research are the hallmarks of doctoral education. Although basic research has been viewed as the first and most essential form of scholarly activity, an enlarged perspective of scholarship has emerged through alternative paradigms that involve more than discovery of new knowledge (Boyer, 1990). These paradigms recognize that (1) the scholarship of discovery and integration “reflects the investigative and synthesizing traditions of academic life” (Boyer, p. 21); (2) scholars give meaning to isolated facts and make connections across disciplines through the scholarship of integration; and (3) the scholar applies knowledge to solve a problem via the scholarship of application (referred to as the scholarship of practice in nursing). This application involves the translation of research into practice and the dissemination and integration of new knowledge, which are key activities of DNP graduates. The scholarship of application expands the realm of knowledge beyond mere discovery and directs it toward humane ends. Nursing practice epitomizes the scholarship of application through its position where the sciences, human caring, and human needs meet and new understandings emerge. Nurses have long recognized that scholarly nursing practice is characterized by the discovery of new phenomena and the application of new discoveries in increasingly complex practice situations. The integration of knowledge from diverse sources and across disciplines, and … RUBRIC: Introduction: 15 pts Exceptional Introduce the topics of transformational leadership, personal assessment, and application of these tenets to professional practice. Thesis statement with a summary of what will be explored in the paper is provided. Transformational leadership: 30 pts Exceptional Defines transformational leadership including a discussion of the practice situations/settings where transformational leadership should be applied at the individual and organizational level. Applies concepts to professional practice. Addresses the key elements of DNP Essential III: 3 as they apply to transformational leadership. Personal Assessment: Personal Strengths Assessment: 20 pts Exceptional Identifies top 5 strengths from the leadership version of Gallup’s Strengths Finder program. Correlates strengths with leadership style based on the four domains of leadership strength. Discusses 3 ideas for utilizing strengths to become a transformational leader. Application to Professional Practice: 20 pts Exceptional Dominant leadership styles are defined and discussed. 3 ideas for using attributes to become a transformational leader are discussed. Conclusion: 15 pts Exceptional Conclusion is clear and concise. The purpose of the paper is clear. Major details are summarized with minor details left out. The most important components of the paper are summarized. Total Points Possible: 150 Requirements 1. To complete this assignment, you will need to perform a literature search and utilize scholarly resources. Databases can be accessed through the  Touro Online Library (Links to an external site.) . The  Nursing Subject Guide (Links to an external site.)  is a great starting point. 2. The Transformational Leadership: Defining the Advanced Nursing Practice Role Paper is worth 150 points and will be graded using the designated rubric. Grading criteria include quality of content, appropriate citations, use of Standard English grammar, and overall organization and readability. 3. Create your assignment using a Microsoft Word Application. The paper should be submitted in a .doc or .docx format.  4. The paper should be 6–8 pages in length, excluding the title page and reference pages.  5. APA 7th Edition format is required.  Paper Sections and Headers The following sections should be included and denoted via APA section headings throughout the paper. · Introduction · Transformational Leadership · Personal Assessment · Personal Strengths Assessment · Leadership Assessment · Application to Professional Practice · Conclusion Preparing the Paper 1. Review Albert et al. (2022). Chapter 12  2. Read Strengths Based Leadership (2008). Complete the strengths-based leadership assessment using the access code from the text. Review the results, which will be discussed in your paper. 3. Write an introduction to your paper. Introduce the topics of transformational leadership, personal assessment, and application of these tenets to professional practice. Keep in mind that first person may only be used in the self-assessment and personal application sections of the paper.    4. Transformational Leadership A. Use your textbook and other scholarly resources to define transformational leadership. B. Identify the practice situations/settings where transformational leadership should be applied at the individual and organizational level.  C. Apply your findings from #4A and #4B to professional practice. Include the key elements of  DNP Essential III: 3    Download DNP Essential III: 3as they apply to transformational leadership. 5. Personal  Strengths Assessment (may write in first person)  A. Utilizing your personal results from the leadership version of Gallups Strengths Finder program, identify your top five strengths. B. Correlate your strengths with your leadership style, based on the four domains of leadership. C. Discuss 3 ideas for utilizing your strengths to become a transformational leader. 6. Leadership Assessment (may write in first person) A. Complete the  Instinctive Leadership Style (Links to an external site.)  survey.  B. What kind of a leader are you? What are your dominant leadership styles? Define and discuss each of them. Did anything about your results surprise you?  C. Discuss 3 ideas for how you will use these attributes to become a transformational leader.   7. Application to Professional Practice (may write in first person) A. Discuss how transformational leadership applies to your professional practice for the provision of quality patient-centered care in the practice setting of your choice. B. Include 3 ways you will foster change to improve outcomes by utilizing your personal strengths and leadership abilities. Applications should be direct and relevant.   8. Conclude the paper by summarizing the role of the doctoral prepared transformational nurse leader in the provision of quality patient-centered care.