Nursing is a multifaceted profession that includes specialists in many areas related to healthcare and administration. The qualifications of a DNP-prepared nurse are built on one’s experience working with patients and other professionals and are rooted in the values of nursing. However, they are also strengthened by education that includes such areas as collaboration, business, leadership, and advocacy. Thus, DNP-nurses have to gain a deeper insight into the state of healthcare locally and nationwide in order to understand their place in changing the existing system for the better. The materials reviewed in this course challenged my view of communication, marketing, and business strategies as valuable to becoming a nurse leader.
During the course of education to become a nurse, students are taught how to work in a team of other specialists – nurses and other healthcare providers – who have their own expertise and priorities. Nevertheless, the DNP-level education urges future nurse leaders to consider the process of building such relationships and maintaining them on an organizational scale. Leadership in clinical practice requires one to improve collaboration and communication skills, find a connection with other professionals and establish networks built on trust and respect (Tussing et al., 2018). This knowledge is necessary when a nurse is a part of the team, but it is invaluable if the nurse is a team leader. Thus, when learning about intra- and interprofessional collaboration, I tried to learn as much as possible to understand how relationship building changes from the leader’s perspective.
Another important point that I had to arrive at was that DNP-prepared nurses had to balance patient care and organizational needs. As leaders and advocates, DNP-prepared nurses partake in financial, marketing, business, information, and other types of management in the organization where they work. Therefore, it is vital for them to learn how to pay attention to patient needs, nurse advocacy, and organizational goals at the same time (McCauley et al., 2020). Moreover, nurses should ensure their professional objectives continue protecting and helping the community they serve. The quality of life of the population and people’s health should remain at the center of any activity that nurse leaders perform, although their actions may not always impact patient health directly.
Furthermore, the doctoral degree for nurses opens up new possibilities for advocacy and quality improvement. Serving on task forces, councils, and boards gives nurse leaders a chance to impact the research and actions related to nursing, population health, environment, and more. DNP-prepared nurses have a unique skill set and expertise that combines real-life practice and interaction with people, as well as an in-depth theoretical background. Nurse leaders can provide valuable insight and advocate for healthcare providers and patients with the goal of improving working conditions and health outcomes at the same time.
Looking back at the material covered in this course and reflecting on my learning, I believe that this knowledge has significantly contributed to my future as a DNP-prepared nurse leader. It is clear that leaders must have a diverse skill set that supports the many positions they need to fill. For example, DNP-prepared nurses may enter a role of a guide, mentor, consultant, advocate, manager, expert, and much more. Thus, the education for this level also requires one to review the healthcare system and the profession of nursing from a specific angle that highlights the organizational side of all activities. This course provided a strong foundation for building relationships, setting organizational goals, finding a balance between objectives and needs, and taking on a leadership role in a group.
References
McCauley, L. A., Broome, M. E., Frazier, L., Hayes, R., Kurth, A., Musil, C. M., Norman, L. D., Rideout, K. H., & Villarruel, A. M. (2020). Doctor of nursing practice (DNP) degree in the United States: Reflecting, readjusting, and getting back on track.Nursing Outlook, 68(4), 494-503. Web.
Tussing, T. E., Brinkman, B., Francis, D., Hixon, B., Labardee, R., & Chipps, E. (2018). The impact of the doctorate of nursing practice nurse in a hospital setting.JONA: The Journal of Nursing Administration, 48(12), 600-602. Web.