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Improvement of the Healthcare System

Improvement of the Healthcare System

Improvement of the Healthcare System

The success of the Doctor of Nursing Practice (DNP) program, which has surpassed many people’s expectations, has increased interest in it. Drawing from the insights presented by Danzey et al. (2011), the DNP is of great significance in resolving the shortages in the nursing faculty and reducing the gap between nursing education and practice. DNP graduates can also fill specialized nursing education positions as educators and leaders. DNP graduates’ responsibilities have greatly contributed to an influx of formerly masters-trained nurses enrolling in the DNP program. The additional sentiment shared by Danzey et al. (2011) is that experienced nurses that are masters-prepared benefit from the DNP as it offers them formal groundwork. The domains in which such formal preparation happens are curriculum development, evaluation, educational theory, capstone educational practicum, and testing. The DNP program has drawn interest as it focuses on care delivery excellence of practice and addressing education-practice gaps that still need to be addressed in prior nursing education and practice programs.

Seeking the DNP

I am motivated to enroll in the DNP program for various factors related to patients, colleagues, and the healthcare system. To begin with, the objective of leading by example in the clinical setting is one such motivation. The goal of setting an example for other coworkers is consistent with Coyne and Chatham’s (2015) arguments for mentoring as a strategy to improve nurses’ readiness and retention. The underlying sentiment is that as an experienced nurse pursuing DNP, it would be possible to foster relationships with inexperienced nurses requiring guidance and leadership. As a DNP graduate, such colleagues new to the profession can learn from the mentor through counseling on career management. Such mentorship would be significantly helpful for the nurses who could be new to the profession through colleagues considering position changes or pursuing further nursing education (Coyne and Chatham, 2015).

Besides, pursuing a DNP is motivated by wanting to be more educated in nursing needs. The drive is consistent with American Nurses Association (ANA) Standard 12, which emphasizes nurses’ duty to acquire knowledge and competence, represent current nursing practice, and encourage forward-thinking (Coyne and Chatham, 2015). The implication is that the nurse should be dedicated to mentorship and lifelong learning to maintain a professional portfolio. As a skilled and capable nurse through the DNP program, the objective is to show dedication to great patient care. Moreover, the program will guarantee experience in evidence-based practice that would enhance employee satisfaction by motivating them. It is also important to highlight the program’s contribution to increased knowledge of policies and procedures in the nursing profession to allow the nurse to be a resource overseeing flow in the respective department under their oversight.

A nurse’s attitude toward nursing changes after completing the DNP program. It would be valid to argue that the master’s level of nursing education, to a great extent, only equips the nurse with the skills to practice nursing. On the other hand, DNP places the professional at the policy table where social policy initiatives and political decisions shape nursing practice, as was highlighted in Mullin (2010). Therefore, it means that a DNP graduate views healthcare from the perspective of a policymaker rather than a professional confined to the clinical environment. The changes from a state of powerlessness to that of one of a change agent (Mullin, 2010). A DNP graduate’s practice experience, knowledge of research-based practice, and leadership skills instill a sense of power such that the graduate becomes a healthcare policies advocate. In other words, the nurse transitions from being a practitioner to a policy maker because of the empowerment that knowledge, experience, and education bring. It indicates that a DNP graduate can affect healthcare equity and social justice concerns, achievable only with the DNP program. According to Mullin (2010), the DNP graduate contributes to formulating health care’s finance, safety, access, efficacy, practice regulation, and quality. The nurse’s purview thus shifts from the institutional level to federal, state, institutional, regional, local, and international levels.

As a DNP program graduate, physicians and non-physicians will address the graduate as a doctor. Even so, concerns have been made about the confusion generated by the title “doctor” in the clinical environment when used by different specialists. Nonetheless, the fact that patient outcomes and satisfaction do not vary when a medical doctor or a doctor of nursing practice treats patients implies that the phrase can be comfortably used in both scenarios.

Ideal Position

The ideal roles I hope to achieve are the levels of Chief Nurse Executive (CNE) working in the executive suite. According to the information shared by Clark (2012), the CNE’s role is a product of the healthcare evolution that has witnessed the consolidation of health facilities into larger systems. Regarding the quality of care, the responsibility of the CNE in the consolidated system is to guarantee that the care delivery models across the individual hospitals are synchronized. According to Clark (2012), this happens because the CNEs choose a strategic goal for implementing the aligned models. In addition, the CNE promotes comprehensive strategies required for safe and high-quality treatment. Such alignment ensures that the standards of care are reconciled to assure patient quality. The CNE’s importance in working with institutional officers to implement intended nursing outcomes for safe and effective patient care is further highlighted by Clark (2012).

Regarding the cost of care, the CNE evaluates system-wide performance generally and facilitates budgeting and allocation procedures to pay employees and enhance procedures. The CNE thus ensures resources are distributed equally across all hospitals. The CNE ensures that the standardization of care models and resource allocation increases patient access to care because of the contributions that cost and quality of care make.

On top of that, the CNE helps the clinical environment transition to evidence-based practice. Clark (2012) notes that the CNE is an experienced professional in nursing practice since they are professionally active at regional and local levels. Therefore, such exposure broadens the experience of the system that benefits from the leadership of the CNE. The position also grants the power to the CNE to establish mechanisms for funding staff to enhance their educational and professional competence in reinforcing best practices.

Additionally, by standardizing models and procedures, combining hospitals at different levels enables the CNE to spread evidence-based practice. The CNE’s importance to entity nursing professionals’ professional development and succession planning is also emphasized by Clark (2012). The CNE is thus a participant in the selection, employment, assessment, and development of entity personnel to guarantee their competence in the most current best practices.

According to Falk et al. (2015), a DNP who assumes the job of a CNE is involved in the strategic planning that influences the health care policies and procedures. There is an advocacy role and policy reforms that come with strategic planning and thought. Falk et al. (2015) support the idea that nurses who actively participate in developing and managing strategies do so with first-hand knowledge of the nursing profession’s problems. To design proactive strategies that address issues with nurse staffing, funding, professional development, and patient care procedures, the CNE thus blends business context capabilities and nursing experience. It is possible to play an advocacy role in ensuring that such policies favor the health care system because the CNE sets the table where social policy initiatives and politics on health care are debated.

Notably, a CNE engages in policy processes, including transforming the nursing curriculum into a stakeholder-centered model that prioritizes the best outcomes (Milstead, 2013).

Knowledge and abilities

Compared to nurse executives who did not complete a DNP program, a nurse executive has knowledge and abilities specific to DNP graduates. According to data from Thomas et al. (2012), the CNE is a capable leader who can think critically and reflectively. As a result, it is implied that they can systematically evaluate problems based on knowledge gained via education and experience. In addition, the CNE stakeholder collaboration encourages skills in the effort to enhance healthcare. Thomas et al. (2015) state that a leader may unite the community, healthcare teams, lawmakers, and patients. Their executive also can design and implement innovations that embrace the concepts of change. The effectiveness of skills in oral and written communication of practice knowledge improves such leadership competencies.

As a nurse faculty member, the CNE is distinguished by the ability to lead in translating new knowledge into practice (Thomas et al., 2015). Additionally, the CNE can produce knowledge from practice for improving patient outcomes based on accumulated experience. They also research to enhance clinical practice. While playing the role of a nurse politician, Thomas et al. (2015) assert that the CNE advocates for ethical procedures that enhance the cost, quality, equity, and access to care. Additionally, they are a reputable organization that evaluates the impact of health policies across disciplines. Finally, the evidence provided by Thomas et al. (2015) indicates that the CNE applies the best available data to improve the standard of clinical practice continuously. The CNE also promotes an excellence-oriented culture by using peer review techniques.

Suggestions for Changing the Future

A committee was established by the Institute of Medicine (IOM) to discuss nursing’s role in health care reform between 2008 and 2011. As a result of the committee, the IOM (2011) published a report giving suggestions for transforming nursing owing to its vital position in health care. Recommendations 2 and 7 were chosen as the recommendations for the article. Recommendation 2, according to the IOM (2011) report, advised boosting nurses’ abilities to be leaders and disseminate joint improvement efforts. There was the appeal for public and private funders, nursing education programs, healthcare companies, and nursing organizations to improve nurse opportunities. These changes would allow nurses to research with other healthcare stakeholders like medical teams and doctors.

Additionally, they would take the helm of and oversee initiatives to improve and reformat health care systems and working conditions. For the practices that would prove successful, nurses should have the opportunities to diffuse them for the benefit of other healthcare professionals. To reduce costs and improve health outcomes, federal programs should support efforts to create and assess payment and care delivery models utilizing nurses. The funding agencies, on their part, should collaborate to foster the growth of research on novel solutions and care models (IOM, 2011). Healthcare organizations should also encourage developing and using patient-centered approaches for nurses to collaborate with manufacturers. Regarding nursing education associations and programs, professional development for nurses needs to be improved so they may start initiatives that advance healthcare.

IOM (2011) said Recommendation 7 focuses on empowering and equipping nurses to become change leaders in improving health. The meaning of the recommendation is for nurses to be positioned in leadership roles at all levels, with decision-makers availing such leadership positions to be taken by the nurses. The IOM (2011) report thus recommended that the responsibility for professional and personal growth should be left to the nurses by being allowed to continue their education and seek development opportunities for exercising leadership skills. Thus, nursing associations serve as platforms for mentorship, opportunities, and channels for developing nursing leadership. The curriculum of the nursing education programs must also incorporate business principles and leadership theory.

All healthcare decision-makers should accommodate the nursing boards’ representatives and give them access to key leadership roles and senior management teams. The recommendation essentially advocated establishing a leadership style where nurses collaborate with other stakeholders inside and beyond the healthcare industry.

I can support the two suggestions as a DNP-prepared nurse by creating collaborative nursing practice teams that deal with healthcare concerns in the integrated health system. Through the teams, nurses can take on leadership positions at the system level and work with other stakeholders within the consolidated system to ensure harmonization.


In conclusion, the DNP program is highlighted to empower the nurse with experiential knowledge that enables them to take on leadership roles. Therefore, my purpose for pursuing the program is to lead by example in the clinical setting. Mentoring coworkers and exchanging best practices to raise care quality and cut expenses would be viable in this fashion. A DNP graduate also changes the stance on the nursing profession since there are new roles encompassing advocacy and leadership roles played in influencing the profession. The ability to change policies and make decisions is another point that supports the need for the Chief Nurse Executive post. A CNE’s experience using evidence-based practice helps change the clinical setting. The ability to think critically and reflectively while acting as a leader in addressing nursing concerns is one of the abilities required of a CNE. The CNE also has the authority to advocate for the expansion of financial support for the healthcare system in politics and to introduce best practices into the clinical setting. The IOM made recommendations that would elevate nursing professionals to the status of significant stakeholders to acknowledge the contribution of nursing to health care. The suggestions include allowing nurses to assume leadership positions and increasing opportunities to affect change.


Clark, J. S. (2012). The system chief nurse executive role: a sign of the changing times? Nursing administration quarterly, 36(4), 299-305.

Coyne, M. L., & Chatham, C. (2015). Advancing and Managing Your Professional Nursing Career. Role Development in Professional Nursing Practice, 185.

Danzey, I. M., Ea, E., Fitzpatrick, J. J., Garbutt, S. J., Rafferty, M., & Zychowicz, M. E. (2011).

The Doctor of Nursing Practice and Nursing Education: Highlights, Potential, and Promise. Journal of Professional Nursing, 27(5), 311-314.

Falk, N. L., Garrison Jr, K. F., Brown, M. M., Pintz, C., & Bocchino, J. (2015). Strategic Planning and Doctor of Nursing Practice Education: Developing Today’s and Tomorrow’s Leaders. Nursing Economics, 33(5), 246.

Institute of Medicine (IOM). 2011. The Future of Nursing: Leading Change, Advancing Health.

Washington DC: The National Academies Press.

Milstead, J. A. (2013). Advanced Practice Nurses and Public Policy, Naturally. Health policy and politics: A nurse’s guide, 1-27.

Mullin, M. H. (2010). DNP involvement in Healthcare Policy and Advocacy. The Doctor of Nursing Practice: A Guidebook for Role Development and Professional Issues, 141.

Thomas, A. C., Crabtree, M. K., Delaney, K. R., Dumas, M. A., Kleinpell, R., Logsdon, M. C., & Nativio, D. G. (2012). Nurse Practitioner Core Competencies. The National Organization of Nurse Practitioner Faculties, 1-7.


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Using resources other than the Institute of Medicine, describe the expectations that DNP-prepared nurses can contribute to improving the health system.

Improvement of the Healthcare System

Improvement of the Healthcare System

The U.S. healthcare system has many positive attributes. Yet, the world’s most expensive and advanced system has several shortcomings. These shortcomings contributed to the need for corrective action and creating of the DNP Degree 300 words APA style.

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