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Questions and Answers
What is the primary objective of a DNP project in the context of nursing education?
How do DNP projects differ fundamentally from doctoral dissertations?
Which statement best captures the relationship between thesis, dissertation, and DNP project regarding student competencies?
What does the Essentials: Core Competencies for Professional Nursing Education emphasize regarding DNP students?
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In what manner do both DNP projects and traditional research doctorates share common ground?
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What is the minimum requirement for a DNP project team according to the American Association of Colleges of Nursing?
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Which of the following is NOT a role of the project faculty mentor in a DNP project team?
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What distinguishes DNP projects from those conducted by baccalaureate and master's students?
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As of 2022, approximately how many students were enrolled in DNP programs nationwide?
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What is one alternative to the traditional academic committee structure recommended by the DNP Task Force?
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What is a notable characteristic that distinguishes a DNP project from a thesis or dissertation?
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Which of the following statements accurately reflects the DNP project's scope regarding health outcomes?
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During the initial phase of a DNP project, what is essential for identifying the project's problem or issue?
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What core responsibility does the faculty lead have in mentoring a DNP project?
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Which aspect of DNP projects may vary significantly according to the faculty team's involvement?
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What is a primary challenge faced by DNP programs in terms of faculty mentorship?
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What role does the practice mentor play in a DNP project?
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Which factor influences the DNP project timeline in many institutions?
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What distinguishes the composition of DNP project teams from PhD committees?
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What is a requirement for a DNP project team according to AACN guidelines?
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What is a crucial factor in forming a successful DNP project team?
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When selecting a faculty mentor for a DNP project, which quality is least necessary?
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What is the first step a DNP student should take if allowed to select their project faculty mentor?
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Which of the following is NOT a consideration when determining the skills needed for the DNP project team?
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What type of support may additional collaborators provide throughout the DNP project?
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What is a critical consideration when selecting organizational members for a DNP project team?
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Which of the following best describes the role of a DNP student in their project team?
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What is the primary responsibility of the project faculty mentor in a DNP program?
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What advantage does an interprofessional team provide in the context of a DNP project?
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Which factor should a DNP student evaluate early in the project selection process?
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What is the primary benefit of having only relevant members in a DNP project meeting?
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Which strategy is recommended for resolving potential conflicts within a DNP project meeting?
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What should an effective meeting agenda include?
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What is the most crucial step after a DNP project meeting concludes?
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Which of the following best describes the role of the project faculty mentor in conflict situations?
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What is a vital aspect of project preparation that a DNP student must remember when formulating their timeline?
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Which component is not essential for preparing an effective project team meeting?
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What leadership quality is crucial for DNP graduates when conducting project meetings?
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How can doctoral students ensure they lead project meetings effectively?
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What should be avoided in a DNP student's proposed project to ensure successful completion?
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What is a key benefit of using DNP alumni in project teams for DNP students?
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Which approach to DNP project mentoring alleviates faculty workload while ensuring project continuity?
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What is a significant lesson learned regarding the size of DNP project teams for efficiency?
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What innovative model improves academic-practice partnerships in DNP projects?
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What is an important strategy for assessing individual student evaluation in group DNP projects?
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What primary change in project supervision is being advocated for DNP programs?
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Which of the following is NOT a reason for the shift from traditional committee structures in DNP projects?
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In group projects for DNP programs, what must faculty ensure regarding student contributions?
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What is a significant challenge when implementing alternative DNP project structures?
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Which option might describe a unique approach to handling a DNP project while working on complex clinical problems?
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Which of the following activities is primarily focused on managing the people involved in a project?
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What is a key factor to consider when preparing the infrastructure for a project?
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What role does effective communication play in change management?
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During project implementation, what is often a consequence of failing to coordinate with involved organizations?
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What is the primary emphasis of project management compared to change management?
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Which factor is NOT identified as a determinant of project success for a DNP project?
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What is primarily included in project charters used by DNP students?
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Why is careful attention required during the implementation phase of a DNP project?
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Which characteristic is essential for the effective formation of a DNP project team?
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What must DNP students inquire about regarding crediting project team members?
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What is a primary reason for schools transitioning from traditional PhD dissertation committee structures for DNP projects?
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Which action is least beneficial for a DNP student at the beginning of their program?
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What is the primary role of experienced faculty and clinical mentors in DNP projects?
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What consideration should a DNP student prioritize when forming a project team?
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What is an effective way for DNP students to identify available resources for their projects?
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Which component is most important for the successful completion of a DNP project?
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How do additional collaborators benefit DNP projects?
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Which challenge is most commonly faced by DNP programs regarding faculty mentorship?
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What is a significant advantage of utilizing a diverse project team in DNP projects?
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What critical element must be described to ensure successful project implementation in a DNP program?
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Study Notes
DNP Project Team
- The DNP project is meant to demonstrate the skills and knowledge DNP students acquire during their studies.
- The project should differentiate itself from projects undertaken by baccalaureate and master's students.
- Faculty members help guide DNP students in completing their projects.
- According to the AACN (2015), a DNP project team should include:
- A DNP student or group of students
- At least one faculty member with a doctorate (project faculty mentor)
- A practice mentor
- The project faculty mentor and the team oversee the project, ensuring that the topic, processes, and timelines adhere to school policies and procedures.
- It also ensures a high level of rigor in the final product.
- This chapter aims to clarify the purpose, roles, and function of the DNP project team during project planning and implementation.
- The DNP project team allows students to refine their leadership skills and collaborate with members both inside and outside the nursing profession.
- The AACN (2015) proposed alternatives to traditional committee structures to enhance resource efficiency and support student learning.
Thesis, Dissertation, and DNP Project
- Graduate students demonstrate their knowledge and competencies through various means like presentations, scholarly writing, and article development.
- The thesis, dissertation, and DNP project serve as culminating demonstrations of knowledge, competencies, and skills acquired during a program of study.
- While DNP students might be familiar with master's theses, doctoral dissertations, and their rigorous processes, they also need to demonstrate proficiency and integration of required competencies in their DNP project.
- There may be confusion between these products, but the differences often lie in individual university or college student handbooks or course syllabi.
- Students are encouraged to discuss these differences with their project faculty mentor or advisor.
Key Differences
- The thesis and dissertation are written documents that support a student's candidacy for a degree.
- The thesis is often used at the master's level, while the dissertation is used for doctoral studies, often advancing a new point of view through research.
- The DNP project demonstrates the student's attainment of essential competencies for professional nursing as outlined by the AACN (2021). It aims to improve clinical practice and provide opportunities for students to employ scholarship, leadership, and teamwork skills to advance practice.
- All of these products serve as tangible demonstrations of skills and competencies.
- The specific competencies demonstrated in these products differ between practice doctorates and research doctorates.
- DNP programs prepare students to transform health through leadership and evidence-based practice in a transdisciplinary environment.
- DNP students need to be proficient in analyzing and using evidence, clinical information systems, health policy, and team leadership.
- Nurse researchers are educated as scientists and need preparation in theory construction, research methodology, and a strong understanding of statistics.
- While the purpose and content of these products differ between practice and research doctorates, the rigor required is equal.
- The thesis, dissertation, and DNP project serve as a means for faculty to assess whether a student has mastered a body of knowledge.
- Each of these products aims to provide novel intellectual contributions to a field and advance knowledge further.
DNP Project Team Composition
- DNP project teams differ from dissertation committees. DNP projects are often practice-focused and require a team with diverse expertise.
- DNP project teams should include:
- Doctoral prepared faculty member: Provides academic oversight and guidance.
- Practice mentor: From the organization where the project will be implemented, provides organizational context and guides the student through potential hurdles.
- Community partners: Essential for DNP projects that involve community interventions.
- The DNP project team should be composed of individuals who understand the problem being addressed, can advise on evidence-based practice, organizational change, leadership of interprofessional teams, and evaluation processes.
- The project team must also be capable of bridging the research practice gap.
- The size, requirements, and composition of the DNP project team vary depending on university policies.
Choosing DNP Project Faculty Mentor and Team Members
- DNP project team composition varies depending on degree and college/university policies.
- There are challenges in mentorship, particularly for DNP students due to the exponential growth of DNP programs compared to PhD programs.
- DNP students may have diverse practice interests, which can make it difficult to match them with faculty with the right expertise.
- DNP projects require community partners, who can be difficult to find and build relationships with.
- Statisticians are less likely to be formal members of DNP project teams compared to PhD committees.
- Current practice experts are crucial for DNP project teams but may not be necessary for PhD committees.
- The practice mentor should have knowledge of the problem and influence within the practice site.
Forming the Project Team
- The project team should be cohesive and collegial.
- The DNP project faculty mentor is often assigned, but in some schools, the student can select.
- The student should consult the DNP project guidelines for requirements related to timing and selection criteria for the project faculty mentor and project team members.
- The student and the faculty mentor should have mutual respect and positive regard towards each other.
- The faculty mentor should have an interest in the topic, theoretical, methodological, or content expertise, and the ability to guide the student through the final project on time.
- The faculty mentor should have the "appropriate specialty and academic credentials" and be "involved in the planning, formation, and evaluation of the student's scholarly work" (AACN, 2021, p. 25).
- The student and the project faculty mentor determine the skills and expertise needed within the team to complete the DNP project.
- Questions to consider:
- Will this work be done in a specific organization?
- Will a specific population be affected by the project?
- Will the student need to implement certain tools, technologies, or guidelines?
- Will there be a methodological or analytical process that requires certain expertise?
- Will there be a need for statistical consultation?
- The team should have members with complementary areas of expertise.
- Schools often have a list of faculty and their areas of expertise available for review.
- The student should review the list and look at publications, presentations, and teaching expertise of potential team members.
- When inviting new team members, the student should take a professional approach with a formal email or letter.
- Schools typically require a member of the organization where the project will be implemented to be part of the project team.
- It is critical to identify individuals within the organization who are truly interested in the project.
- Questions to consider when selecting members from the organization:
- Is there overall organizational support for this project?
- Is there someone in this organization who can help navigate organizational challenges?
- Is there someone interested in and willing to be part of the project team?
- Is there someone willing to sustain this work after the project is complete?
Roles and Expectations of Project Team Members
- The project faculty mentor acts as the scholarly advisor to the student.
- The project faculty mentor evaluates the process and progress of the project, ensures all written work meets standards, and ensures completion in a timely manner.
- The project faculty mentor is usually a member of the graduate faculty.
- Project team members lend their expertise to develop ideas, direct specific aspects of the work, serve as mentors, and evaluate the project.
- Project team members help craft and approve the project, participate in the completion of a proposal, defense, or comprehensive examination if applicable, and approve the final product.
- The student is responsible for communication and leadership skills to ensure the project's completion.
- The student must keep the project faculty mentor informed of the status of project progress.
- An organizational practice mentor should guide and advise the student through the project process at the site.
- The practice mentor should be from within the organization.
- An interprofessional team with representatives from medicine, business, public health, law, the allied health sciences, and research can shape a rich DNP project.
- An interprofessional team helps develop interprofessional partnership skills, competencies, and personal, professional, and leadership development.
Project Timeline
- A faculty mentor and the project team should assist the DNP student in developing a project they can complete within the given timeframe.
- The student and the faculty mentor must be aware of any timeline constraints imposed by the plan of study.
- Meetings should be scheduled at regular intervals between the student, the faculty mentor, and other team members to monitor progress.
- Project faculty mentors and team members will likely require several weeks or longer to review work and provide feedback, this should be factored into the timeline.
Enhancing Team Productivity
- The DNP student should prepare for and lead their project team meetings to strengthen their leadership skills.
- Effective team meetings are essential.
- The first step in preparing for a meeting is determining if one is actually necessary.
- The purpose and outcome of the meeting should be clearly defined.
- Only relevant team members should be invited.
- Meeting logistics, such as room and equipment or virtual meeting links, should be confirmed in advance.
- A formalized approach to meetings should be maintained, starting with ground rules, introductions, and a review of the agenda.
- Conflict management is an essential skill when working with diverse teams.
- Depersonalizing, questioning, removing/reducing the perceived threat, and taking issues offline are key conflict management techniques.
Facilitation
- Effective meeting facilitation involves:
- Establishing a shared understanding.
- Striking a balance between creative and critical thinking.
- Documenting meeting minutes and actions.
- Evaluating the effectiveness of the meeting.
Managing Conflict
- Conflict can arise from differences in perspectives among team members.
- Managing potential conflicts proactively can prevent them from becoming problematic.
- Spotting potential conflicts early and addressing them can prevent them from becoming problematic.
- If conflict does arise, conflict management skills are essential.
- When a team member feels threatened it can be helpful to de-escalate the situation by clarifying uncertainties and reducing the perceived threat.
- It is important to ensure that all team members have a shared understanding of the action plan at the end of the meeting.
- Meeting minutes and action items should be distributed promptly.
- Action plan items should be addressed before the next meeting to ensure timely progression of the DNP project.
Traditional Committee Structure
- Traditional committee structures, similar to PhD programs, are evolving in DNP programs.
- The AACN task force recommended replacing traditional committee structures with the concept of a DNP project team.
- The DNP project team is becoming increasingly prevalent as a way to manage project supervision in programs with growing student numbers.
Alternative Approaches to the Traditional Committee Structure
-
Single Project Mentor Model:
- Assigns each student or student team to a single mentor.
- Often used in programs where students advance from BSN to DNP, allowing students to work on teams.
- Focuses on individual accountability for attaining Advanced Level Nursing Education competencies.
-
Project Oversight Team Model:
- Reviews all proposed and completed DNP projects.
- Can include DNP alumni as members, leveraging their knowledge and practice expertise.
-
Cohort Model:
- Students are grouped by project topic or location with a faculty member and a practice site representative.
- Students mentor classmates, fostering leadership and team competencies.
-
Small Group Approach:
- Allows students to explore different aspects of a complex project or implement a project at different sites.
- Requires faculty to ensure individual student accountability for competencies.
-
Seminar Course Series Approach:
- Utilizes faculty expertise to mentor groups of students working on similar projects.
- Designed to manage faculty workload and improve time-to-completion.
Considerations for DNP Project Teams
- Team Size: Limiting the entire team to a maximum of six individuals, with a maximum of three students.
- Team Readiness: Assessing the team's capacity for collaboration, including experience with varied technologies.
- Comfort Level: Ensuring faculty are comfortable with the project's scope and viability.
- Written Contract: Defining responsibilities, dedication, and project deliverables for all team members.
- Time Management Tools: Using Gantt charts to outline timelines and responsibilities.
- Communication: Maintaining open communication between team members, practice partners, and faculty to align expectations and goals.
- Accountability: Emphasizing individual and team accountability as a key objective.
- Competency Mapping: Linking individual Essentials competencies to project responsibilities to assess individual student evaluation in group projects.
Benefits of Collaborative Structures
- DNP-PhD Collaboration: Pairing PhD and DNP faculty members to provide diverse approaches and model future collaboration.
- Academic-Practice Partnerships: Integrating expertise from DNP and PhD faculty with industry partners to improve student outcomes and strengthen academic-practice connections.
Recommendations for DNP Program Design
- Explore new DNP project team models for efficient resource utilization and student support.
- Adopt processes for oversight and evaluation to ensure quality and equitable resource allocation.
- Provide faculty development opportunities in:
- Curricular design
- Innovative teaching strategies
- New practice opportunities for Advanced Level Nursing Education competencies
- Evaluating DNP projects
- Implementing quality improvement processes
- Interprofessional education and practice experiences.
DNP Team & Project Implementation
- Project Team - The DNP project team plays a vital role in project success.
- Team Roles - The DNP student should seek guidance on crediting team members for contributions to the project.
- Project Implementation - The project team is instrumental in preparing for the implementation phase.
- Project Plan - The project plan is essential but success depends on many factors.
-
Project Success Metrics - Four key elements of successful project implementation:
- Completing the project on time.
- Completing the project within budget.
- Achieving the intended goals or performance targets.
- Ensuring stakeholder satisfaction.
- Project Charters - A brief formal document outlining project objectives, methods, and stakeholders.
- Logic Models - A visual representation (road map) of the relationships between project resources, activities, outputs, outcomes, and impact.
- Project Leadership - The implementation phase demands leadership skills, involving direct supervision, indirect influence, technical detail management, conflict resolution, and stakeholder management.
- Environment & Training - Consider the project environment and ensure appropriate training is in place.
- Project Management & Change Management - Two distinct yet integrated disciplines vital for project success.
- Project Management - Involves planning, organizing, acquiring, managing, leading, and controlling resources to achieve project goals.
- Change Management - Focuses on helping people effectively and efficiently adapt to changes required for project implementation, starting with stakeholder buy-in.
- Circular Process - The project implementation is often a circular process, with ongoing monitoring leading to refinements and adjustments to the plan.
Project Implementation
- Implementation Details - Finalize project implementation details, including coordination with involved organizations, infrastructure preparation, participant identification, and training.
- Coordinating With Organizations - Successful implementation requires coordinating schedules and resources with all project participants, from simple one-time communication to ongoing meetings.
- Communication & Leadership - Identify and communicate with all project leaders and decision-makers.
- Collaboration and Commitment - Lack of planning and coordination can lead to frustration, roadblocks, and diminished project commitment.
Project Infrastructure and Training
- Project Infrastructure - It's crucial to ensure that the DNP project environment supports the project's needs.
- Resource Review - Review existing resources like technology, materials, and personnel to identify any potential barriers to implementation.
-
Team Training - Provide team training close to implementation, focusing on key functions and identifying a point of contact for questions and troubleshooting.
- Pre- and post-training assessments can be incorporated into project deliverables.
- Dress Rehearsal - Conduct a dress rehearsal to address potential problems and build team confidence.
DNP Project Team Structure
- Schools adapt traditional PhD committee models for DNP projects.
- DNP project oversight teams manage complex clinical issues, student demand, and faculty workload.
- DNP students should understand the program's requirements.
- DNP students must familiarize themselves with school policies and procedures.
- School syllabi and handbooks provide guidance on DNP project completion.
DNP Project Guidance
- DNP students are guided by experienced faculty and clinical mentors.
- Mentors ensure students' work demonstrates required competencies.
- Mentors do not do the work for the students or impede progress.
DNP Project Resources
- Universities offer various resources for project planning and implementation.
- Students can utilize websites and project management textbooks.
- Project advisors can recommend university resources.
DNP Project Team Formation
- Groups of students can form project teams to address large-scale practice problems.
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Description
This quiz delves into the structure and roles of the DNP project team, focusing on how DNP students collaborate with faculty and practice mentors. It highlights the key components necessary for successful project completion and the skills developed throughout the process. Understanding these elements is crucial for navigating project planning and implementation effectively.
