Name
Chamberlain University
NR-730: DNP Project
Prof. Name
Date
The main objective of this discussion is to examine how clinical scholarship can be disseminated in ways that enhance the safety and quality of patient-centered care across all health care system levels. Doctor of Nursing Practice (DNP)-prepared advanced practice nurses (APNs) are uniquely positioned to lead change by generating, applying, and sharing scholarly work. One key avenue for advancing this goal is through academic publications, which allow evidence-based innovations to reach a broader professional audience.
DNP-prepared APNs contribute to leadership in practice primarily through clinical scholarship, with a significant focus on publishing in scholarly outlets. Reflecting on this week’s lessons and assigned readings, respond to the following questions:
A suitable scholarly peer-reviewed journal for disseminating a completed DNP practice change project is the Journal of Nursing Scholarship (JNS). This journal has an international readership and is widely recognized for its focus on advancing health policy, practice, education, and research. Publishing in JNS ensures that the practice project contributes to the global dialogue on evidence-based nursing and health care innovation.
The Journal of Nursing Scholarship is particularly appropriate because it is dedicated to publishing rigorous, peer-reviewed research that influences nursing science, clinical practice, and health policy. Unlike general nursing journals that may emphasize clinical tips or continuing education, JNS prioritizes high-level scholarship with implications for systems change, patient safety, and quality outcomes. Additionally, its broad readership, including policymakers and researchers, makes it an ideal platform for projects aimed at impacting practice at both organizational and population health levels.
In comparison, journals such as the American Journal of Nursing (AJN) or Nursing Management focus more on clinical updates, management strategies, or professional issues, which may not provide the same scholarly reach for a DNP practice change project intended to influence evidence-based practice and policy.
The Journal of Nursing Scholarship has specific author and submission guidelines that ensure standardization, clarity, and scholarly integrity. A summary of its key requirements is presented below:
| Category | Requirements |
|---|---|
| Manuscript Types | Accepts original research, systematic reviews, theoretical articles, and policy papers. |
| Length | Typically 3,500–5,000 words, excluding abstract, tables, and references. |
| Abstract | Structured abstract (250 words maximum) with headings such as Purpose, Methods, Findings, and Conclusions. |
| Formatting | Follows APA style (7th edition) for references, tables, and headings. |
| Figures and Tables | Must be clear, concise, and submitted as separate files in high resolution. |
| Ethics | Requires disclosure of conflicts of interest and confirmation of ethical approval for studies involving human subjects. |
| Submission Process | All manuscripts are submitted through the Wiley Online Library ScholarOne submission system. |
| Peer Review | Double-blind peer review process involving at least two independent reviewers. |
This rigorous process ensures that only high-quality, evidence-based work that aligns with global nursing priorities is published.
This discussion supports the development of multiple program outcomes (POs):
Integration of Scientific Knowledge: Encourages the application of scientific evidence into clinical practice (POs 3, 5).
Leadership in System Change: Promotes the use of leadership strategies to foster improvements in organizational culture and patient outcomes (PO 6).
Translation of Evidence: Strengthens skills in using analytic methods to integrate critically appraised evidence into scholarship for practice improvement (POs 3, 5).
Use of Technology: Enhances appraisal and application of health information systems to support care delivery (POs 6, 7).
Policy Analysis: Builds advocacy skills to support equitable health care policies and address social determinants of health (POs 2, 9).
Collaborative Team Culture: Encourages leadership that creates supportive team-based approaches to health promotion (PO 8).
Preventive Care and Population Health: Facilitates translation of research and population-level data to strengthen preventive care and improve community health outcomes (PO 1).
Professional Leadership Identity: Develops resilience, accountability, and systems thinking in guiding evidence-based care (POs 1, 4).
Through this discussion, students will achieve the following course outcomes:
Apply leadership approaches that strengthen interprofessional collaboration and enhance team performance (PCs 2, 4, 5, 6, 8; POs 2, 4, 6, 8).
Implement and translate quality improvement initiatives that promote safe, effective, patient-centered care (PCs 1, 3, 6, 7, 8; POs 1, 3, 5, 8).
Initial Post: By 11:59 p.m. MT on Wednesday
Follow-Up Posts: By 11:59 p.m. MT on Sunday
American Association of Colleges of Nursing (AACN). (2021). The essentials: Core competencies for professional nursing education. AACN.
Journal of Nursing Scholarship. (2025). Author guidelines. Wiley Online Library. https://onlinelibrary.wiley.com/journal/15475069
Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Wolters Kluwer.
