DNP Essentials

DNP Essentials
DNP Essentials

DNP Essentials Pertinent To Health Care Leadership and Inter-Professional Collaboration


            The push for one to acquire a doctoral level before practicing nursing is a matter of contention. Some people argue that there are simply inadequate reasons amounting to forced matriculation of the present and future nurse practitioners to attain a doctoral-grade. On the contrary, some health care experts consider DNP as an essential tool in developing an efficient system of administering health care services (Chism, 2013).

The introduction of DNP Essentials (AACN, 2006) recommended several measures geared towards developing clinically skilled and competent educators with the ability to administer skills and evidence-based practice knowledge using innovative methods. In this reflective essay, I will focus on the learning practices, which are designed to meet the DNP Essentials (AACN, 2006) pertinent to healthcare leadership and inter-professional collaboration.

Reflection on DNP Essentials for enhancing Health Care Leadership and Interprofessional Collaborations
DNP essentials associated with enhancing inter-professional collaboration and health care leadership include,

  1. Essential II: Organizational and Systems Leadership for Quality Improvement and Systems Thinking
  2. Essential VI- Interprofessional Collaboration for Improving Patient and Population Health Outcomes (DeCapua, 2016).

Essential II consists of a description of procedures of organizational and system leadership, which subsequently affects healthcare service delivery and the outcomes of patients’ care. According to AACN, (2012) preparation facilitates DNP graduates with the necessary expertise in evaluating organizational structure, identification of system challenges and enhancing organization-wide changes in discharging their service. Under this essential, the graduate is prepared to take leadership roles at different levels. This involves advancement from informal leadership at a clinical stage to formal leadership at an executive level (Chism, 2013).

On the other hand, Essential VI helps the graduates to understand the significance of inter-professional collaboration in the health care environment. Since nurses collaborate with other health practitioners in carrying out their duties, Essential VI focuses on enhancing the collaboration by equipping the graduates with leadership skills necessary to enhance cohesion amongst themselves and other team members. In some cases, graduates assume the roles of consultants.

In an attempt to evaluate the relevance of DNP essentials, the following are reflection examples demonstrating how we can relate our active learning to achieving competencies of DNP essentials. The main courses in this study provide an understanding of practice management principles, strategies of productivity assessment and quality care. For instance, the ability to evaluate current procedures and practice policies is facilitated by the development and implementation of an algorithm, which describes the protocols in health care personnel management.

This is in consistency with the procedures provided by the US Public Health Services (2013). According to Thompson and Alexandroy (2013), DNP courses promote one’s ability in strategies of improving quality both at the organizational and policy stages. Some of the main courses that enhance proficiency in quality improvement include, Application of Best Practises, where assignments are protocol and accompanied by a citation of levels of evidence. Another course is in healthy policy and politics, which involves assignments on healthy policy analysis and field project in an organization. Attending conferences are also significant in attaining the requirements of an independent study.

Similarly, Advanced Practice Registered Nurses (APRN) must adjust to collaborate with other health care practitioners to assess the impact of nursing on the health of the individuals and populations. For instance, American Association of Colleges of Nursing, (2012)  states that the restructuring of the current health system in America promotes collaboration among different teams to provide a comprehensive, cost-effective and risk-free health care for persons with chronic conditions.

Similarly, attending the UAB DNP conferences creates a wider awareness on inter-professional collaboration. In addition, Thompson and Alexandroy, (2013) states that there exists a working gratitude amongst physicians, assistants and the nursing practitioners within her work environment.                 

Complex health situations are resolved by sharing abilities, skills, and knowledge among team members. This was facilitated Population Health in Advanced Practice course accompanied by a project assignment in Community of Interest. In addition, Interdisciplinary Leadership and Role Development for Practice is another course promotes leadership and inter-personal   According to DeCapua (2016), students at the University of South Florida were provided with a direct care cognate option for ARNPs in direct clinical care or indirect cognate care for education and leadership. For a person who has practiced teaching, it easier to take indirect cognate care in nursing education.


In conclusion, DNP Essentials are significant implementing effective health care policy. In accordance with the Essential II and VI of the DNP Essentials, health care leadership and inter-professional collaboration can be achieved by developing courses, which will promote a better understanding of management practice principles, productivity evaluation techniques and quality health care delivery (DeCapu, 2016).

According to Thompson and Alexandrov (2013), DNP courses develop one’s ability in developing strategies for improving quality care both at the organizational and policy stages. Essential II involves a description of procedures of organizational and system leadership, which affects healthcare service delivery and the outcomes of patient care. On the other hand, Essential VI equips graduates with knowledge on the significance of inter-professional collaboration in the health care environment (Chism, 2013). 


American Association of Colleges of Nursing, (2012). The Essentials of Doctoral Education         for Advanced Nursing Practice. Retrieved on January 3RD, 2017 from

Chism A, (2013).   Essentials of the Doctor of Nursing Practice: A Philosophical Perspective. Jones & Bartlett Learning,

DeCapua. M, (2016). The Essentials of the DNP Program. Retrieved on January 3rd, 2017 from

Thompson, J., & Alexandrov, A., (2013). Reflective Summary Retrieved on January 3rd, 2017 from

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