Background: Despite the strong support for DNP education, we have limited knowledge about completion and attrition of DNP students, which are important measures of achievement of DNP programs.
Purpose: To examine completion and attrition of students in DNP programs.
Methods: The data were obtained from AACN's Doctoral Student Roster Survey and Annual Survey of Baccalaureate and Graduate Programs in Nursing. 31,320 students who matriculated into DNP programs between 2006 and 2015 were selected. These years were chosen to ensure accurate estimates of graduation and attrition rates. Bivariate and multivariate analyses were used to examine the associations between individual and institutional characteristics and attrition of DNP students.
Findings: We found that the completion rate of DNP students of the 2006-2015 matriculating cohorts was 77.3% and the attrition rate was 19.3%. On average, after matriculation, it took 3 years for the students to graduate and 1.9 years for students who left without graduating to drop out. The mean age at matriculation was 39.9 and the mean age at graduation was 42.2. Our multivariate analysis found that male students, part-time students, students who were not faculty or held a part-time faculty position, and students in DNP programs with more than 50% of courses taught online were more likely to experience attrition.
Discussion: The study findings provide useful information for DNP programs and nursing schools to better understand academic progression of DNP students.
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http://dx.doi.org/10.1016/j.outlook.2022.01.004 | DOI Listing |
Nurs Educ Perspect
October 2024
About the Authors Judith Bacchus Cornelius, PhD, RN, FAAN, ANEF, is a professor, College of Health and Human Services, University of North Carolina at Charlotte, Charlotte, North Carolina. Charlene Downing, PhD, RN, is a professor, Department of Nursing, Faculty of Health Sciences, University of Johannesburg, Johannesburg, South Africa. Adesola A. Ogunfowokan, PhD, RN, FWACN, is a professor, Community Health Nursing, College of Health Sciences, Obafemi Awolowo University, Ile-Ife, Nigeria. Nompumelelo Ntshingila, DCur(UJ), is an associate professor, Department of Nursing, Faculty of Health Sciences, University of Johannesburg. Florence Okoro, PhD, RN, is an associate professor, College of Health and Human Services, University of North Carolina at Charlotte. Ijeoma Enweana, DNP, RN, CVN, is adjunct nursing faculty, Presbyterian School of Nursing, Queens University of Charlotte, Charlotte, North Carolina. Oluwayemisi Olagunju, PhD, is senior lecturer, Department of Nursing Science, Obafemi Awolowo University. Funding was received from the University of North Carolina at Charlotte Global Learning and Internationalization Institute. For more information, contact Dr. Cornelius at
The COVID-19 pandemic presented opportunities for educational innovations and the development of intercultural learning experiences. A global health assignment guided by a collaborative online international learning pedagogy was assigned to doctoral nursing students from three different countries. Icebreaker activities, along with the Culturally You diagram, commenced the team-building process.
View Article and Find Full Text PDFPlast Aesthet Nurs (Phila)
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Jessica Prothe, BSN, RN, is a Graduate Nursing Student at Northern Illinois University, DeKalb, Illinois.
Breast implant surgery is a popular, globally performed, and frequently requested cosmetic and reconstructive surgical procedure. Breast implant surgery can cause implant-associated systemic symptoms and types of implant-associated cancers, so it is vital to monitor patient outcomes. Most patients who undergo breast implant surgery do not experience health problems.
View Article and Find Full Text PDFAm J Nurs
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Susan Farus-Brown is an associate professor at the Ohio University School of Nursing in Athens. Ellen Fineout-Overholt is national senior director, Evidence-Based Practice & Implementation Science, at Ascension in St. Louis. Deana Hays is an associate professor at Oakland University in Rochester, MI. Mary C. Zonsius is an associate professor at the Rush University College of Nursing in Chicago. Kerry A. Milner is a professor in the Davis and Henley College of Nursing at Sacred Heart University in Fairfield, CT. Contact author: Kerry A. Milner, The authors have disclosed no potential conflicts of interest, financial or otherwise.
This is the fifth article in a new series designed to provide readers with insight into educating nurses about evidence-based decision-making (EBDM). It builds on AJN's award-winning previous series-Evidence-Based Practice, Step by Step and EBP 2.0: Implementing and Sustaining Change (to access both series, go to https://links.
View Article and Find Full Text PDFJ Assoc Nurses AIDS Care
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Diane Santa Maria, DrPH, MSN, BSN, is a Dean and Professor, Cizik School of Nursing, University of Texas Health Science Center at Houston, Houston, Texas, USA.
Adherence to preexposure prophylaxis (PrEP) is lower among high-risk populations, including youth experiencing homelessness (YEH). This study determined the feasibility of urine PrEP adherence biomarker testing and examined the barriers and facilitators to PrEP uptake and adherence among YEH. YEH were recruited from a randomized control trial conducted in a large urban setting in southern United States.
View Article and Find Full Text PDFNurs Educ Perspect
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About the Authors Lisa A. Whiffen, DNP, RN, CCM, is faculty, Signature Healthcare Brockton Hospital School of Nursing, Brockton, Massachusetts, and adjunct faculty, Regis College, Weston, Massachusetts. Kristine DiCarlo, DNP, RN, NPD-BC, RNC-MNN, C-EFM, is clinical professional development specialist, South Shore Hospital, Weymouth, Massachusetts. For more information, contact Dr. Whiffen at
The goal in nursing education is to prepare students with knowledge, skills, and abilities to thrive as professional nurses. The purpose of this quasi-experimental quantitative study was to evaluate the use of a screen-based, virtual multipatient simulation for improving self-perception of readiness for practice in a sample of senior nursing students. Utilizing the Casey-Fink Readiness for Practice Survey, the results showed a significant increase in self-perception of readiness.
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