Discussion Questions on Doctor of Nurse Practice as a Healthcare Leader - Paper Example

Q1. Doctor of nurse practice (DNP) as a healthcare leader

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As a DNP healthcare leader, one has the duty to lead the healthcare team towards the best healthcare outcome. The qualifications of a DNP nurses place them in a position where they have best education level to educate other healthcare practitioners on the best practice (Dunbar-Jacob, Nativio, & Khalil, 2013). According to the DNP essentials, the DNP nurse has the required skills that will be used in promoting patient safety and ensuring there is the excellent outcome in practice (American Association of Colleges of Nursing, 2006). It is, therefore, the duty of the DNP nurses to use the leadership skill they have to lead the organizational practices using principles of management practice with the goal of attaining a good patient outcome and staff satisfaction (Dunbar-Jacob, Nativio, & Khalil, 2013). A wound ostomy continence nurse practitioner should employ the principles of management to acquire a better outcome in the healthcare setting for instance in the management of HAPU cases. Leadership skills are the key determinants of the achieving a set goal.

The key messages in the Institute of Medicine's "the future of nursing publication" are used for transformation of the nursing profession for a better future (Institute of Medicine, 2010). One of the key messages states that nurses are expected to practice in line with their education and training (Institute of Medicine, 2010). Incorporation of the message above to the role of a wound ostomy continence nurse practitioner indicates that the nurse has the power to transform the healthcare practice through education and level of training. Another key message states that nurses are required to attain higher levels of education and training by accessing the modern education systems that promote a continuous academic advancement (Institute of Medicine, 2010). Through attainment of higher ranks of education and training, it helps in equipping the nurses with practical skills as well as the leadership skills to manage the healthcare setting in the best way possible (Gao, Chan, & Cheng, 2012). Additionally, scholars in the higher education and training levels have their scholarship roles like research and developing management plans that help in changing the healthcare practice. Higher rank of education and training in the healthcare setting is, therefore, an approach towards improving the healthcare and patient outcome (Gardner, et al., 2013).

The third message from the Institute of Medicine is that nurses should be the key team leaders in inter-professional collaboration (Institute of Medicine, 2010). Inter-professional collaboration involves working together with other cadres in the healthcare setting for example physicians. The partnership collaboration will ensure there is a continuous quality across the healthcare setting (Hickman, et al., 2016). Additionally, a partnership between nurses and other professionals is used in redesigning the practice in the health care. In evidence-based practice, nurses and other health care workers are obligated to participate in a full improved or redesigned practice in the facility setting. The DNP education, therefore, equips the nurses, especially the wound ostomy continence nurse practitioners with leadership skills that will enable a full transformation of the healthcare management (Hickman, et al., 2016). To improve on HAPU management, therefore, this key message is essential.

The fourth key message according to the Institute of Medicine states that nurses should ensure well-designed data collection and information systems that will help in effective decision making in the workforce as well as policy making during healthcare planning (Institute of Medicine, 2010). The purpose of having a better data collection infrastructure is to help in evaluation processes in the healthcare. The evaluation results are as well used in determining the level of quality care and more so to evaluate the sustainability of a change process implemented in the healthcare. To have an effective workforce in HAPU management, this message is essential in that it will assist the wound ostomy continence nurse practitioners in developing well-designed data collection method.

Leadership plans after completion of a DNP degree

The leadership plans after completion of a DNP degree for a nurse involves setting up organizational arrangements in the healthcare that will facilitate in sustainable changes in the healthcare setting (Brooten, et al., 2012). In the organizational arrangements, the DNP degree holder nurse will use the leadership plan to incorporate workforce structures that will aid in changing the organizational culture to the better side. Another plan is developing a risk assessment plan which will be used in assessing any probable risk within the organization (Haycock-Stuart, & Kean, 2012). Also, designing a cost-effective care and application of economic principles is a leadership plan for a nurse after completion of the DNP degree (Dunbar-Jacob, Nativio, & Khalil, 2013). The leadership plans illustrated above have one goal which is to cultivate the best outcomes in the healthcare setting.

Q2. Role of a DNP as an Educator

The role of a nurse educator involves a combination of clinical expertise and the teaching competencies in the classroom (Wittmann-Price, Godshall, & Wilson, 2017). The nurse educator also acts as a mentor in guiding and nurturing the future generation of nurses (Oermann, M. H., & EBSCO Publishing (Firme), 2015). The controversies that exist when a DNP nurse is given the role of an educator include how the pass their competencies to students and do they incorporate the research skills when educating the future nurse generation (Bellini, & Cusson, 2012). Through the DNP program, a nurse is fully prepared to use research skills that are acquired in the program and use them in clinical practice to find the best effective changes in the organization (Bellini, McCauley, & Cusson, 2012). Generally, the biggest role of a DNP nurse falls under management, for instance, management of chronic diseases like hospital-acquired pressure ulcers where research is needed to develop strategic plans on management. The only identified shortcoming in the DNP as a nurse educator is that they lack a deep understanding of the education tracks and evaluation theories and strategies (Gatti-Petito, et al., 2013). Although a DNP nurse has been designated the roles above, their academic qualifications place them in a position that they can serve as nurse educators.

The role of a wound ostomy continence nurse practitioner in the healthcare setting as an educator includes; providing the student nurse and other practicing nurses with clinical research strategies which will help in identifying the practice problems in the facility (National League for Nursing, 2013). Another role as an educator is to equip the student with management qualities to improve the healthcare system. Establishment of skilled nurses in the practice setting is another role since the wound ostomy continence nurse practitioner has both the academic expertise as well as clinical practice competencies (Sebastian, et al., 2013). It is well known that doctoral program prepares someone for research skills and knowledge that can be applied in the clinical practice. Dissemination of the doctoral skills and knowledge to other nurses as well as the nurse students is another role of the wound ostomy nurse. Having in mind that a DNP wound ostomy continence nurse has a wide range of knowledge and skills both in clinical practice and academic research, they stand a big chance in educating other nurses for a better outcome. Concerning HAPU management, the roles of a wound ostomy continence nurse will ensure that the practicing nurses are competent in the healthcare environment and they provide the best delivery care that is cost effective and involves characteristics like inter-professional management and system-oriented.

Educator plans after completion of a DNP degree

Some of the educator plans after completion of DNP degree for a nurse include designing of guidelines that can be used during therapeutic interventions (Caputi & National League for Nursing, 2015). Clinical guidelines are essential in practice environment, and they are used to guide other nurses in a quicker and reliable approach. Some of the educating guidelines can be prepared as posters (Joel, 2013). Posters used in the education platform serve as the easily accessible resources for quick references. Another plan is developing of research strategies that will be disseminated to other nurses in practice to support the clinical outcome. Research strategies and guidelines are essential in the clinical practice since they support workforce planning and decision making. Another educator plan is to develop a teaching program that will be used to mentor and guide nurses in achieving excellence in both practice and academic success (Anderson, Knestrick, & Barroso, 2015). In conclusion, the educator plans will also be designed in a manner that will support complex health situations like hospital-acquired pressure ulcers.

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