ARIZONA UNIVERSITY SYSTEM
CHIEF ACADEMIC OFFICERS GUIDELINES
REQUESTS FOR IMPLEMENTATION AUTHORIZATION
FOR NEW ACADEMIC DEGREE PROGRAM
Requests for Implementation Authorization must be submitted in a timely manner to receive approval by
the Chief Academic Officers prior to submission to the Arizona Board of Regents for approval at a
regular Board meeting. In each request, please provide the following information.
I. PROGRAM NAME, DESCRIPTION, and CIP CODE
A. DEGREE(S), DEPARTMENT AND COLLEGE AND CIP CODE
Degree: Doctor of Nursing Practice
Department: College of Nursing & Healthcare Innovation
CIP Code: 51.1699
B. PURPOSE AND NATURE OF PROGRAM
This proposal is to request authorization to implement a new academic degree program, The Doctor of
Nursing Practice (DNP). Similar to other disciplines, doctoral programs in nursing can be categorized into
two distinct types: research-focused and practice-focused. The DNP program is a practice-focused
program and therefore analogous to professional degrees offered in other disciplines including entry-level
degrees [e.g. the Doctor of Medicine (MD), Doctor of Dental Surgery (DDS), Doctor of Pharmacy
(PharmD)], and Doctor of Audiology (AuD) and those that offer advanced practice degrees (e.g., the
Doctor of Psychology or PsyD).
The proposed DNP program fulfills a strong local, regional, and national need for doctorally prepared
advanced practice nurses. The proposed program was designed to be in full compliance with professional
standards for the practice doctorate as put forth by the American Association of Colleges of Nursing
(AACN). The program was developed in direct response to the October 2004 endorsement of the AACN
position statement which recognizes the DNP as the appropriate credential for all advanced nursing
practice roles by 2015. AACN developed this position after an intensive study of the health care system
and the findings and recommendations of many national groups. Based upon the growing complexity of
health care compounded by an escalating demand for services, burgeoning growth in scientific
knowledge, and the increasing sophistication in technology, the nursing profession's current practice of
preparing advanced practice nurses in master's degree programs is no longer adequate.
Transforming health care delivery recognizes the critical need for clinicians to design, evaluate, and
continually improve the context within which care is delivered. The need for this change is supported by
several national studies including the November 1999 report by the Institute of Medicine (IOM) on
medication errors; To Err is Human: Building a Safer Health System. This report, extrapolating data from
two previous studies, estimates that somewhere between 44,000 and 98,000 Americans die each year as
a result of errors in health care. These numbers, even at the lower levels, exceed the number of people
that die each year from motor vehicle accidents, breast cancer, or AIDS. The national costs of
preventable adverse healthcare events (injury and errors) were estimated to be between $17 billion and
Please indicate to the Board office the proposed CIP code for the new program before completing this request, and Board staff
will provide a list of programs (if any) which share the same code. These guidelines should be completed only for duplicative
programs. Use the form for unique programs if no existing programs at another Arizona public university campus share the same
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$29 billion, of which health care costs represented over one-half. The IOM report focused on the
fragmented nature of the healthcare system and the context in which health care is provided as being
major contributors to the high and inexcusable error rate that compromises patient safety. To combat this
problem, a focus of DNP programs is to educate nurses who are able to effect systems level change to
improve patient care outcomes.
Two other IOM reports also support the need for the DNP. The report, Crossing the Quality Chasm
(2001), stresses that our health care system as it is currently structured does not make the best use of
resources. Changing demographics in our country including the increase in the numbers of elderly and
development of new services and technologies have contributed to increasing costs. Waste of resources,
however, is a significant problem. One of the recommendations in the report calls for all health care
organizations and professional groups to promote health care that is safe, effective, client-centered,
timely, efficient, and equitable (p.6). In a follow-up report, Health Professions Education: A Bridge to
Quality (2003a), the IOM Committee on the Health Professions Education stated that "All health
professionals should be educated to deliver patient-centered care as members of an interdisciplinary
team, emphasizing evidence-based practice, quality improvement approaches, and informatics" (p.3).
DNP programs are a direct outcome of nursing's plan to address the IOM challenges. Nurses prepared in
practice doctoral programs have a blend of evidence-based practice clinical, organizational, economic,
and leadership skills to enable them to critically appraise nursing and other clinical scientific findings and
design programs of care delivery that are locally acceptable, economically feasible, and have significant
impact on health care outcomes.
During the past three decades, the doctorate has become firmly established as the terminal degree in
nursing. As doctoral programs developed, priority was placed on research-focused education that would
lay the groundwork for knowledge development in the nursing profession. Tremendous strides have been
made in the development of nursing science because of PhD programs. However, unfortunately,
according to the Agency on Healthcare Research and Quality (2005) it can take up to 20 years for new
knowledge to be integrated into practice. This agency calls for the preparation of a nursing professional
that has the capacity to critically appraise new knowledge and apply this new knowledge to improve
health care outcomes and develop new systems of care.
The nurse prepared in a DNP program is a valuable counterpart to the nurse prepared in a PhD program
in nursing. While the PhD prepared nurse conducts research to generate new knowledge, the DNP
prepared nurse focuses on developing systems of care based on a sound evidence base. DNP graduates
are experts in designing, implementing, managing, and evaluating health care delivery systems and
patient populations. DNP graduates are prepared to lead at the highest level of evidence-based practice
and executive ranks in nursing.
At the national level, there is a severe shortage of all types of registered nurses including an acute
shortage of doctorally prepared nurses. Of the 3 million nurses in the U.S., fewer than one percent have a
doctoral degree, and just over ten percent hold a master's degree in nursing. The DNP program will
facilitate the preparation of more doctorally prepared nurses and thereby increase the numbers of well
prepared professional nurses to assume leadership positions in health care and nursing education.
When the AACN published the plan that entry into in advanced practice nursing would be at the level of
the clinical doctorate by 2015, it was clear that all current Universities having advanced practice nursing
programs would need to offer or add this degree. According to a survey conducted by the AACN in
February of 2006, 190 Universities have proposals pending to add this new degree this year. The
University of Arizona has already implemented its doctor of nursing practice program.
The College of Nursing & Healthcare Innovation at ASU has offered master’s degrees since 1969 to
prepare nurse practitioners and advanced practice nurses, the current terminal degree for advanced
practice nurses to address the critical need for healthcare professionals across the state.
In response to the AACN mandate, the College of Nursing developed a task force to examine the Doctor
of Nursing Practice (DNP) degree. The development of this degree and the movement of all current
Master’s of Science in Nursing specialty concentrations to this degree was addressed in the College of
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Nursing 2005 Strategic Plan, approved by the entire College of Nursing faculty. The development of this
new degree will allow the Arizona State University College of Nursing & Healthcare Innovation to respond
to student interest an Arizona State and national need.
C. PROGRAM—List the program requirements, including minimum number of credit
hours, required courses, and any special requirements, including theses, internships, etc.
The DNP will require significant academic preparation beyond what is currently required for the
M. S. degree. This new degree will have several entry points for students. A student may enter
with a Bachelors degree in nursing, a Masters degree in nursing with advanced practice nursing
certification, or with a Masters degree in Nursing with an option to add an advanced practice
specialty. The minimum number of credit hours for the degree for the post baccalaureate entry
student is 74 hours with 1020 hours of clinical as required by the AACN. The curriculum is
designed to meet the competencies currently required for each specialty for certification and has
added the competencies established by the AACN for the DNP degree.
The curriculum is designed to include the 8 concentrations that are currently under our M. S.
degree. These concentrations are:
Advance Practice Nursing of Adults
Advance Practice Nursing of Neonates
Community Health Advance Practice Nursing
Family Nurse Practitioner
Pediatric Nurse Practitioner
Psychiatric Mental Health Nurse Practitioner
Women’s Health Nurse Practitioner
Child/Family Psychiatric Mental Health Nurse Practitioner. (will be added with the new degree)
Graduates from this program will be eligible to sit for certification in their chosen advanced
practice specialty and be licensed by the State Board of Nursing for practice as an advanced
Due to a lag in regulatory changes, the requirements for national certification (American Nurses
Credentialing Center, American Academy of Nurse Practitioners, the National Certification
Corporation, and the Pediatric Nurse Credentialing Board) and state licensure currently remain at
the Master of Science degree level. Therefore, a pass through Master of Science will be awarded
at the completion of the credits and hours needed, and will be part of the curriculum until the state
law and certification requirements change (predicted to be no later than 2015).
Each DNP plan of study requires a minimum of 8 units of a clinical residency (or the credit hours
needed to complete the 1000 hour minimum of clinical hours). In addition, as a practice doctorate
each DNP plan of study will require a culminating scholarly Evidenced-Based Mentorship Project
in a cognate area of study. All students entering the DNP with a masters option that have not had
coursework in Evidenced-Based Practice (EBP) will be required to make up this deficiency in
coursework prior to entering the program.
D. CURRENT COURSES AND EXISTING PROGRAMS—List current course and
existing university programs which will give strengths to the proposed program.
The following courses are already approved and currently being taught. These
courses will be re-numbered using the new DNP prefix and will be modified for
the new hybrid online format. The course objectives will remain as approved.
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Students will also be encouraged to take electives from other Colleges or from
other programs in the College of Nursing & Healthcare Innovation to increase
their knowledge in the area they are using for their culminating Evidenced-Based
Mentorship Project. For instance a student who is using technology may want to
take courses from the Biomedical Informatics Program.
Adv. Human Pathophysiology Core (2 credits)
Adv. Human Pathophysiology Specialty (2 credits) [1 course for each specialty (8)]
Assessment Core (2 credits)
Assessment Specialty (1 credit) [1 course for each specialty (8)]
Assessment Practicum (1 credit) [supervised by each specialty (8)]
Applied Pharmacotherapeutics Core (2 credits)
Applied Pharmacotherapeutics Specialty (1credit) [1 course for each specialty (8)]
Adv. Practice Nursing Role I (1 credit)
Adv. Practice Nursing Role II (2 credits)
Adv. Practice Nursing in the Specialty I (2 credits) [1 course for each specialty (8)]
Adv. Practice Nursing in the Specialty II (4 credits) [1 course for each specialty (8)]
Adv. Practice Nursing in the Specialty III (4credits) [1 course for each specialt (8)]
Adv. Practicum in the Specialty I (2 credits ) [1 course for each specialty (8)]
Adv. Practicum in the Specialty II (3 credits) [1 course for each specialty (8)]
Adv. Practicum in the Specialty III (3-4 credits ) [1 course for each specialty (8)]
Generating Internal Evidence/Outcomes Management (4 credits )
Systems Thinking in a Complex Environment (3 credits )
Leadership in Practice (3 credits )
Application of Principles of Mentorship (4 credits )
Disseminating Evidence to Adv. Best Practice (4 credits )
Health Policy and Innovation (3 credits )
E. NEW COURSES NEEDED—List any new courses which must be added to initiate the
program; including a catalog description for each of their courses.
New courses needed for the DNP curriculum include:
Principles of Research Methods & Evidence-based Practice (3 credits )
Catalog Description: This course will teach students the principles of research and how to
search, critique the literature to find the best evidence.
Theoretical Foundations for Advanced Practice Nursing (3 credits)
Catalog Description: This course will examine philosophical foundations of advanced nursing
practice by analyzing interrelationships between theory, philosophy, practice and research.
Fostering Best Outcomes through Applying Evidence to Practice (2 credits )
Catalog Description: This course will provide the foundational information for applying evidence
to a advance practice nursing project.
Fostering Best Outcomes through Evaluating Evidence to Practice (2 credits )
Catalog Description: This course will build on the knowledge and project started in the previous
semester and provide the knowledge to evaluate the change implemented.
Clinical Residency (8 credits) [individually supervised with a Capstone Mentor]
This course will provide mentoring knowledge and support for the student’s required clinical
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residency. Each student will complete objectives related to an Evidenced-Based Mentoring
project and will report on how this innovativeproject transformed healthcare.
Innovation in Communication and Information Systems (3 credits )
Catalog Description: This course will allow students to: develop skills in maximizing the use of
technology to advance practice, thinking, and decision-making; advance the integration of human
potential and available technology; and develop strategies to address the competing priorities of
technology, confidentiality, safety, high reliability principles, full disclosure to the public, and risk
F. REQUIREMENTS FOR ACCREDITATION—Describe the requirements for
accreditation if the program will seek to become accredited. Assess the eligibility of the
proposed program for accreditation.
Currently there is no national accreditation for Doctoral programs in nursing.
STUDENT LEARNING OUTCOMES AND ASSESSMENT
A. What are the intended student outcomes, describing what students should know,
understand, and/or be able to do at the conclusion of this program of study?
The Doctor of Nursing Practice degree prepares graduates to provide the most advanced level of nursing
care for individuals, families, groups, and communities. This includes the direct care of individual patients,
management of care for individuals and populations, administration of nursing systems, and the
development and implementation of health policy. Consistent with the American Association of Colleges
of Nursing's (AACN's) specifications for practice doctoral programs in nursing, the goals of the program
are as follows.
Upon completion of the DNP program, the graduate will be able to:
1. Integrate, synthesize, design, and translate theory based nursing and interdisciplinary
knowledge to develop and evolve advanced practice nursing..
2. Promote culturally sensitive, holistic approaches for provision of advanced practice
nursing care and services in a global community.
3. Evaluate and apply the best evidence in nursing to expand research into practice.
4. Use nursing knowledge and innovations in technology and practice for the purpose of
transforming the way healthcare is delivered to maximize healthcare outcomes.
5. Demonstrate effective and economically conscientious advanced nursing practice.
6. Provide advanced practice nursing knowledge, skills, and leadership locally, regionally,
nationally, and internationally.
7. Implement the advanced practice nursing role according to national standards of
advanced nursing practice.
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B. Provide a plan for assessing intended student outcomes.
The College of Nursing & Healthcare Innovation has a newly established office of Education
Evaluation and Research. A plan is under development by this office to allow the entire new
degree to be completely evaluated. This will include evaluation of courses, clinical sites, clinical
preceptors, satisfaction with the programs of study, and job placement after graduation.
Stakeholders in the area who hire graduates from the program will be surveyed to determine if
the graduates they are hiring have the skills they need and desire.
II. STATE'S NEED FOR THE PROGRAM
A. How does this program fulfill the needs of the state of Arizona and the region?
The State of Arizona is facing a shortage of registered nurses (RNs) that was reaching a crisis of critical
proportion. In 2001, in recognition of this crisis, Governor Hull appointed the Governor’s Task Force on
the Nursing Shortage. In 2002, under the leadership and administration of Governor Janet Napolitano, the
Task Force was charged with the development of a statewide strategic plan targeting the multiple and
complex factors involved with the shortage of RNs. This plan was completed in 2005, and members of
the task force continued to work until objectives from the plan were completed or well on a path of
The supply of registered nurses has increased in both the United States and Arizona. The U. S.
Department of Health and Human Services recently released a preliminary report from the 2004 National
Sample Survey of Registered Nurses which indicated that Arizona has improved its ranking to 45th from
48th in the United States for employed RNs per 100,000 population. Only California, Nevada, Texas,
Idaho, and Utah had lower ratios of employed nurses to population. However, the average age of nurses
in the US has increased from 45.2 to 46.8 years.
While these accomplishments are notable, the nursing shortage is far from over and additional strategies
must be urgently undertaken to prevent a healthcare crisis in the next decade. Several new factors have
come into play. These new factors include:
Arizona’s rapid growth
aging baby boomer population
increases in acute care beds
other healthcare workforce shortages
high levels of dissatisfaction with the nursing profession and the work environment,
leading to high turnover and vacancy rates.
The DNP program is intended to meet the market demands for highly skilled professional nurses in local,
state, regional, and national markets. It is especially important to offer the DNP program to ensure
adequate numbers of advanced practice nurses for the future as the profession transitions to the DNP
degree by 2015.
Graduates of DNP programs are assuming positions with the following job titles: Vice President for
Nursing and Clinical Services, Program Director, Vice President for Patient Care, Chief Executive Officer,
Health Officer, Commissioner of Health, Quality Improvement Director, Clinical Information Technology
Specialist, Direct Care Clinician, and Faculty Member. It is expected that graduates of ASU's DNP
program will assume a variety of high level responsible positions in health care as well.
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B. Is there sufficient student demand for the program? Explain and please answer the
Interest in the DNP program is expected to be significant. The College of Nursing currently has 160
students enrolled in its master’s degree program. There would be a minimum of this number of students
attending the DNP program. In addition, since all currently practicing nurse practitioners will be expected
to move to the doctoral level of education there will be a large demand for the DNP from practicing nurse
practitioners who will be seeking admission to the DNP. The director of graduate education and
advanced practice at the College of Nursing was asked to speak about the DNP to the advanced practice
nurses employed by the VA Hospital here in Phoenix. She was asked if all 40 advanced practice nurses
could “pre-enroll” for this program. The VA is willing to provide tuition reimbursement for their currently
employed advanced practice nurses to attend ASU. In addition, there have been over 100 inquiries about
the proposed online DNP program here at ASU in the last 2 months. There is a great deal of interest
because of our focus in the area of evidence based practice. The College of Nursing is currently being
contacted by other local hospitals and organizations to give educational presentations on this new degree
to their advanced practice nurses.
It is expected that the College of Nursing would admit 88 students who enter with a Baccalaureate degree
and 40 students who will enter with their Masters degree the first year. This number will be increased to
60 full and part-time students who enter with their Master degree each year for the next 5 years to
accommodate all the advance practice nurses who desire to return for this new terminal degree. At the
end of this time, most of the students will enter with only a Baccalaureate degree and the total number of
admissions of students meeting this criteria will be increased if there is demand.
1. What is the anticipated student enrollment for this program? (Please utilize the
following tabular format).
5-YEAR PROJECTED ANNUAL ENROLLMENT FOR THE DNP
1st yr. 2nd yr. 3rd yr. 4th yr. 5th yr.
# Student 120 148 266 354 354
2. What is the local, regional and national need for this program? Provide evidence
of the need for this program. Include an assessment of the employment
opportunities for graduates of the program during the next three years.
Methodology to determine projected job openings:
A number of different methods have been used by policy makers to estimate supply and demand for
nurses. Although there is consensus that a shortage of all types of registered nurses, including advanced
practice nurses, exists and that the shortage is continuing to escalate each year, there is little specific
data about advanced practice nurses as a whole. Therefore, the ability to make predictions about the
number of job openings in the future for advanced practice nurses is hindered by the limitations and lack
of available data.
National Job Openings- The methodology for determining future job openings for DNP graduates is
based on the nursing shortage data from the Bureau of Health Professions, and on data from AACN on
graduations from MSN degree programs. Graduations from MSN programs were used since most
advanced practice nurses are currently prepared in these programs.
In 2004, master's programs in nursing reported graduating 10,686 students (AACN, 2005). Due to the
nursing shortage, job openings existed for all these individuals, and jobs are projected to be available for
all advanced practice nurses graduating during the years projected in the above table (2008-2012). The
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national rate of growth in graduations in master's degree programs is approximately 5% per year. This
growth rate was used to calculate the number of new graduates from advanced practice nursing
programs beginning in 2008, the first year that ASU will have DNP graduates, through 2012. To
determine job openings each year, the total number of graduates for the year was increased by the
projected percent of shortage for that year.
The projected shortage was determined by using data from the Bureau of Health Professions. These data
provide projections for the demand for nurses (based on the growth and composition of the population);
the supply of nurses; and the proportion that the supply will fall short of the demand. The projected
percent shortage for 2008 through 2012 is as follows:
The job opening projection assumes that the need for APNs is responsive to the same population trends
that influence the demand for all registered nurses. Thus, the percent short each year for all RNs will be
the same as the percent of shortage for APNs. This is a conservative estimate because the percent of
shortage of APNs is higher than for the general nursing population. The Pew Commission supports
doubling the number of advanced practice nurses to meet the needs of underserved populations
particularly in rural areas.
3. Beginning with the first year in which degrees will be awarded, what is the
anticipated number of degrees that will be awarded each year for the first five
years? (Please utilize the following tabular format).
The first two years of graduates from this program will be the students
who enter with a Masters degree. The curriculum for the students who
enter with a Baccalaureate degree is being gradually rolled out for this
first class to allow the College to conclude the programs of study for the
80 students who plan to graduate in May, 2008. The College of Nursing
does not have enough clinical faculty to manage two curriculum’s at the
same time, and this plan will allow for a manageable transition. The
second year numbers allow for part-time admissions with the second
cohort of students who enter with a Masters degree.
PROJECTED DEGREES AWARDED ANNUALLY
1st yr. 2nd yr. 3rd yr. 4th yr. 5th yr.
No. 40 30 178 178 178
III. APPROPRIATENESS FOR THE UNIVERSITY—Explain how the proposed program is
consistent with the University mission and strategic direction statements of the university is the
most appropriate location within the Arizona University System for the program.
The College of Nursing proposes to develop an innovative futuristic educational approach that will
develop advanced practice clinical nursing experts who base decisions upon the best evidence available
and will be unique in the State of Arizona and possibly in the United States. This hybrid on-line program
will offer students choices for ways to enter the program including a Bachelors to DNP, and a Masters to
DNP. This online hybrid format with multiple entry pathways will allow many options for nontradational,
older, and part-time students. It will also allow continuous enrollment and an increased number of
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students and graduates who will be prepared to meet the demands of the nursing shortage as experts in
the clinical arena and to increase the number of doctorally prepared nurses available to teach in colleges
of nursing. The online format and the requirement for all currently practicing nurse practitioners and all
future nurse practitioners to be educated at the Doctoral level will mean there will be long-term student
demand for this new degree that can not be met by the currently existing programs in the State.
This new degree fits the vision and goals of the new American University as proposed by Presdent Crow.
This program is designed to be inclusive, not exclusive to meet the healthcare demands of the people of
State of Arizona using the most current research to guide practice.. The hybrid online format is designed
to make this degree accessible to a broader population. The program will lead to clinical experts who
have the knowledge and skills to transform healthcare. The graduates of this program will be prepared to
handle the changing healthcare needs of the population with less resources and a societal expectation of
better services. These experts will be prepared to take healthcare leadership and educational roles
locally, regionally, and internationally to meet the identified demand for graduates prepared at this level.
IV. EXISTING PROGRAMS AT OTHER CAMPUSES
A. EXISTING PROGRAMS IN ARIZONA
1. Arizona University System—List all programs with the same CIP code definition
at the same academic level (bachelor's, master's, doctoral) currently offered in the
Arizona University System. (Please utilize the following tabular format).
1 51.1699 Doctor of University of Arizona Not needed for a doctoral
Nursing program in nursing
*This degree was approved in February, 2006 by ABOR and enrolled their first
class this past fall.
2. Other Institutions—List all programs at the same academic level currently
offered by private institutions in the state of Arizona, and indicate whether the
institution and the program are accredited. (A list of institutions will be provided
by Board staff. Please utilize the following tabular format and contact Board
staff for assistance, if needed).
PROGRAM ACCREDITATION? ACCREDITATION?
1 None known
be in the
3. Programs Offered in Other WICHE States—Identify WICHE institutions that
currently offer this program. If appropriate, briefly describe the program(s).
(Please utilize the following tabular format).
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PROGRAMS OFFERED IN OTHER WICHE STATES
PROGRAM ACCREDITATION? ACCREDITATION?
1 DNP University of Yes There is no nursing
Colorado at accreditation for this
Denver and level of degree
* A search of the Websites of the WICHE Institutions revealed that ony one other University currently has
student in this degree. It is unknown how many may be in the planning stages for implementation.
B. JUSTIFICATION FOR DUPLICATIVE PROGRAM—Provide information under
one or more of the following subheadings, as appropriate for the program. Board Policy
2-203.B.3 states that, “…It is not necessary for a degree program to meet all of the
criteria described in Board Policy. However, the Board expects substantial justification
for all requests for authorization to begin planning a new program that duplicates a
program offered by another Arizona public university.” Board Policy 2 - 203.C.3 states
that, “A review of the justification as described in section B.2. above, under which the
duplicated program was approved for planning, must show that the rationale continues
to be pertinent.”
NOTE: For Items 4, 5, and 6 below, supporting documentation could be in the form of a
letter from the university currently offering the program detailing enrollment
expectations, the feasibility of technological delivery of courses, collaboration efforts,
and the effect on existing programs.
1. Basic Academic Subject—Provide information showing that this program is a
basic academic subject normally taught in most universities.
Nursing is a core academic discipline and a graduate program in this area is part
of every major research university. Nursing has been an academic subject on
this campus for 50 years.
2. Long-term Student Demand That Cannot be Met Satisfactorily by Existing
Program(s)—Explain the relationship between projected demand and the
capacity of the existing program(s). Provide historical data for the existing
program(s) for degrees awarded for the past five years. Provide anticipated five-
year projected enrollment for the new program. (Please utilize the following
The State of Arizona is facing a shortage of registered nurses (RNs) that has
reached a crisis of critical proportion. In 2001, in recognition of this crisis,
Governor Hull appointed the Governor’s Task Force on the Nursing Shortage.
Even with the increase in enrollment of nursing students over the last few years,
the increase age of practicing nurses and their retirement from the workforce,
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combined and the lack of qualified faculty to teach, will keep the existing nursing
programs in the State of Arizona from making a significant impact on the need. This
program is designed to increase the number of clinical faculty with qualifications to teach,
but the limited number of qualified (certified, licensed, doctorally prepared) faculty
available to teach in this program will prevent us from admitting the numbers of students
we could be admitting to help ease the nursing shortage and the future demand.
EXISTING PROGRAMS: ARIZONA UNIVERSITY SYSTEM
Historical Data: Degrees Awarded For The Past 5 Years
5th yr. 4th yr. 3rd yr. 2nd yr. 1st yr.
Past Past Past Past Past
(199_) (199_) (199_) (199_) (199_)
1 University of None
ARIZONA UNIVERSITY SYSTEM
5-Year Projected Enrollment
PROGRAM # Student 1st Yr. 2nd Yr. 3rd Yr. 4th Yr. 5th Yr.
1 University of 12 12 20 20 25 25
* Fiqures taken from the Implementation proposal submitted to ABOR
5-Year Projected Enrollment
1st Yr. 2nd Yr. 3rd Yr. 4th Yr. 5th Yr.
# Student 120 148 266 354 354
*These numbers are based on full time enrollment for students entering with a Bachelors degree and
Part-time enrollment after the first year for students entering with a Masters degree. These numbers
are based on admission once a year to the degree at each entry point (Fall for students with a
Bachelors degree and Spring for students who already have a Masters degree).
4. Nontraditional, Older, or Part-Time Student Demand—Provide a needs
assessment and explanation.
This hybrid on-line program will offer students many choices for ways to enter the
program including Bachelors to DNP, other degree outside of nursing to DNP, Masters to
DNP, and a Post-Masters to DNP. This online hybrid format with multiple entry pathways
will allow many options for nontradational, older, and part-time students
5. Alternate Delivery Systems
a. Analyze the feasibility and the desirability of delivering the existing
program(s) off-campus, e.g. by listing the courses required for the new
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program and indicating whether they are offered as part of the existing
program(s) and could be delivered by means of information technology.
The existing program at the University of Arizona is being offered as an online
distance program. That program has a different focus and only offers programs
in Adult, Family, Psych-Mental Health and Acute Care. The proposed DNP
curriculum offers students 8 Concentration areas and will be a fusion of
traditional face to face and Web-enhanced courses that will use both
synchronous and asynchronous formats to provide access to this program by
students who live and work at a distance. The goal is to increase accessibility of
the program by applicants who live in the rural areas of Arizona as they are the
students most likely to continue to work in these underserved areas.
b. If it has been determined that this program cannot be delivered off-
campus by the university currently offering the program because of
limited resources or because of the need for specialized equipment or
library resources not available in the foreseeable future, or because the
program cannot be delivered at a level of quality comparable to that of
the on-campus program, as required by ABOR policy 2-205.A.1, provide
an explanation to that effect.
6. Collaborative Efforts—Describe efforts that have been made to collaborate
between the universities to offer this program (e.g., joint degrees, shared courses,
and team teaching of courses) and to minimize the duplication of programs and
courses. Include and analysis of the feasibility of collaborating on the offering of
When the AACN published the request that entry into advanced practice nursing would be at the
level of the clinical doctorate by 2015, it was clear that all current Universities having advanced
practice nursing programs would need to offer or add this degree. In a telephone conversation
shortly after this announcement with Dr. Melnyk (dean of the ASU College of Nursing), Dr.
Marjorie Eisenberg (dean of the University of Arizona College of Nursing) suggested that U of A
and ASU might want to think about offering a DNP in a collaborative manner. However, there
were no additional conversations about specifics between the two deans and the University of
Arizona chose to proceed with their degree request without further discussion with Arizona State
University. ASU will have a different, unique focus to their DNP program. It should also be noted
that the two Universities both have long offered master’s degrees to prepare nurse practitioners
and advanced practice nurses due to the critical need for these types of healthcare professionals
across the state.
7. Effect on Existing Program(s)—Explain why the establishment of the program
will not adversely affect existing program.
The current nursing shortage in the State of Arizona requires that more than one program
be available to even start meeting the demand. Both Universities have offered programs
in advance practice nursing without any shortage of students for either program.
8. Resources Already Available and Costs of implementing the Program are
Negligible—Provide data to support a statement that resources necessary for the
program such as courses, faculty, equipment, and library resources are already
available as part of other programs at the university, and the incremental costs for
implementing the program are negligible.
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A graduate degree in nursing has been offered at this University since 1968. The
resources including library, simulation equipment and classroom space are
already available. This degree was anticipated and planned for as part of the
move of the College of Nursing &Healthcare Innovation to the new Downtown
location. Most of the needed resources to run this degree are the increased
need for certified, licensed clinical faculty who are qualified to teach in this
program. The increased number of students will mean an increased need for
faculty. The accrediting bodies and licensing boards (Arizona State Board of
Nursing) who credential and approve these programs before they will license the
graduates, require that the faculty teaching in the specialties be certified,
licensed, and practicing in the State of Arizona. The current faculty shortage will
make finding this faculty very difficult and will necessitate the hiring of part-time
faculty associates. The faculty list provided includes the clinical faculty who are
currently available to teach in this program. The core research and evidence
base practice courses will be covered by our research intensive faculty (not listed
V. EXPECTED FACULTY AND RESOURCE REQUIREMENTS
1. Current Faculty—List the name, rank, highest degree and estimate of the level of
involvement of all current faculty who will participate in the program. If the
proposed program is at the graduate level, also list the number of master's theses
and doctoral dissertations each of these faculty has directed to completion.
Attach a brief vita for each faculty member listed.
This is attached as appendix 1
2. Additional Faculty—Describe the additional faculty needed during the next three
years for the initiation of the program and list the anticipated schedule for
addition of these faculty.
This has been described above and is covered in the budget. Most of the faculty
needed is to cover the clinical courses where by law we can have no more than a
1:6 faculty to student ratio.
3. Current FTE Student and Faculty—Give the present numbers of FTE students
and FTE faculty in the department or unit in which the program will be offered.
See the budget
4. Projected FTE Students and Faculty—Give the proposed numbers of FTE
students and FTE faculty for the next three years in the department or unit in
which the program will be offered.
See the budget
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1. Current Relevant Holdings—Describe the current library holdings relevant to the
proposed program and assess the adequacy of these holdings.
The library holding are adequate for this program.
2. Additional Acquisitions Needed—Describe additional library acquisitions needed
during the next three years for the successful initiation of the program.
The only addition that might be needed is more online journals in the healthcare
area as this degree is online.
C. PHYSICAL FACILITIES AND EQUIPMENT
1. Existing Physical Facilities—Assess the adequacy of the existing physical
facilities and equipment available to the proposed program. Include special
classrooms, laboratories, physical equipment, computer facilities, etc.
This program was anticipated in the move to the Downtown campus and
classrooms, equipment, and facilities have already been planned through
2. Additional Facilities Required or Anticipated—Describe physical facilities and
equipment that will be required or are anticipated during the next three years for
the proposed program.
This program was anticipated in the move to the Downtown campus and
classrooms, equipment, and facilities have already been planned through
D. OTHER SUPPORT
1. Other Support Now Available—List support staff, university and non-university
Additional support that has been anticipated is the addition of a staff member to
assist with clinical contracts. We have already added a clinical placement
coordinator and a graduate student advisor. IT support for the program is being
planned using the current University and College resources.
2. Other Support Needed, Next Three Years—List additional staff needed and other
assistance needed for the next three years.
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A. SUPPORTING FUNDS FROM OUTSIDE SOURCES—List.
Any future resources and needs will be funded by requesting a program fee to cover the Formatted: Font: (Default) Arial, 10 pt
educational and technology costs of this program. A HRSA grant will be written in the
Fall with anticipated funding starting in August, 2008.
B. NEW ACADEMIC DEGREE PROGRAM BUDGET PROJECTIONS FORM—
Complete the budget form available at
http://www.asu.edu/provost/forms/newprogbud.xls describing the current departmental
budget and estimating additional costs for the first three years of operation for the
proposed program. Please note that these costs for each year are incremental costs, not
VII. OTHER RELEVANT INFORMATION—Explain.
ADDITIONAL INSTRUCTION FOR HOW TO FORMAT THE REPORT
In order to ensure consistency, headings and bolding should follow the format of this guideline.
Leave a one-inch margin at the top so that the Board office can paginate all documents.
*** For the New Academic Program Budget Projections Worksheet, please see:
http://www.asu.edu/provost/forms/ and choose Budget Projection Form for New Programs Excel
April 17, 1997
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