DNP student Jennette Watts talks about why she chose Rocky Mountain University of Health Professions.
Professor Dr. Janet Noles talks about the post-baccalaureate entry with a Family Nurse Practitioner (FNP) focus. The blended (online and onsite) program is eight semesters in length and requires 750 clinical hours.
Dr. Mimi Secor shares her student experience with the post-master’s entry. 40% of our current DNP students were referred by a colleague, faculty member or friend.
The DNP program has an outstanding 84% graduation rate. Alumna Dr. Lori Mayer is one of many graduates, who worked full-time as a researcher and an expert clinician for multiple sclerosis patients while completing her DNP degree.
The Doctor of Nursing Practice (DNP) program at RMUoHP is designed to prepare graduates for advanced clinical practice and leadership roles. Two tracks are offered including the post-baccalaureate entry with a Family Nurse Practitioner (FNP) focus and a post-master’s entry. Graduates will process the skills necessary to assume a broad range of roles in both direct and indirect healthcare settings. Consistent with the recommendation in the 2002 Institute of Medicine report on Health Professions Education, graduates will become proficient at delivering patient-centered care, work as part of interdisciplinary teams, practice evidence-based care, focus on quality improvements, and effectively utilize information technology.
100% Pass rate: Every graduate of our first post-baccalaureate DNP program/FNP track has passed the Family Nurse Practitioner certification exam, administered by the American Association of Nurse Practitioners.
This certification shares common links to the national Consensus Model for APRN Regulation that includes licensure, accreditation, certification and education.
This gold standard for program outcomes is an outstanding milestone for the RMUoHP nursing program!
The FNP track requirements were framed by the Essentials of Doctoral Education for Advanced Practice Nursing (American Association of Colleges of Nursing (AACN), 2006), the Domains and Core Competencies (National Organization of Nurse Practitioner Faculties (NONPF), 2012) and the Criteria for Evaluation of Nurse Practitioner Programs, 4th edition (National Task Force on Quality Nurse Practitioner Education, 2012). The course sequencing and prerequisites were designed to promote the development of competencies. The program is designed to prepare nurses to deliver primary healthcare to families in a variety of settings. Students follow patients through the life cycle utilizing obstetric, pediatric, and gynecologic care skills, as well as adult and geriatric primary care diagnostic and management skills. The clinical experiences are supported by preceding or concurrent didactic content. Successful graduates of this program would be eligible to obtain licensure as an advanced practice registered nurse (APRN), nurse practitioner, with a population focus of family. The 90-credit curriculum of the post-baccalaureate FNP program will use the limited-residency model of the University’s current DNP program and other post-professional programs. Nationally recognized standards and competencies were used to develop the curriculum which will integrate online learning with carefully selected experiences in areas close to where students reside. A required scholarly project, with a focus on applying best current evidence to transform systems, culminates the student’s application of doctoral level thinking.
The post-master’s Doctor of Nursing Practice (DNP) program at RMUoHP is designed to prepare advanced practice leaders to affect change through system redesign and evidence-based decision making in a variety of clinical settings. Through coursework, directed independent study, and capstone project implementation, the DNP graduate is well prepared to influence health and social policy for diverse populations in a variety of settings. The program outcomes develop master healthcare professionals and leaders with advanced, evidence-based skills who critically review the literature, transform system processes at the point of care, participate in research, and advance knowledge through publications and presentations. A higher level of clinical skill and knowledge provided by the degree can advance clinical nursing practice and help keep pace with demands for clinical leaders and advanced practice educators.
The graduate will be a sophisticated consumer of research, as well as a socially responsible, competent, and innovative clinical leader who analyzes and works within the financial, political, clinical, and social factors that influence care models and population-based delivery systems. The core courses offer expanded study in the areas of leadership and management in advanced practice, evidence-based practice, system change, leadership in establishing clinical excellence, information technology, ethics and social responsibility, expertise to inform health policy, and interdisciplinary collaboration.
The DNP program with its limited-residency model will provide the flexibility for the advanced practice leader to maintain employment while obtaining a doctoral degree in a total of 46 credit hours. During the first 12 months, students will complete three semesters, each typically consisting of three modules of coursework. Modules one and three may include readings and assignments, as well as WebStudy participation (i.e., threaded discussions or chats). Module two in each web-enhanced course requires attendance on campus for lecture, demonstration, etc. As part of module three in semesters one and two, students will complete a directed independent study residency (one per semester) from the student’s location. (For all other courses, students complete coursework throughout the entire semester.) A capstone project is required with a focus on applying best current evidence to transform systems. The program, including didactic coursework and a system change capstone project, will require approximately two years to complete.
The DNP Program is committed to the development of the nursing professional who can:
- Design and implement integrated care delivery models based on clinical evidence and best practice literature
- Demonstrate analytical methodologies for the evaluation of clinical practice and the application of scientific evidence
- Initiate evidence-based practice and policy strategies that optimize access to care and clinical outcomes
- Apply ethical theories and legal standards to decision-making regarding healthcare issues
- Collaborate with interprofessional teams necessary to improve clinical care for populations of clients
- Introduce and manage technologies that improve communication, foster collaboration, and support integrated approaches to care management
- Integrate leadership expertise with clinical perspective and sound business practices to help transform the evolving healthcare system at local, regional, national, and international levels
The Post-Master’s Family Nurse Practitioner (FNP) Certificate Program was developed for registered nurses with a master’s (or higher) degree in nursing or a health-related specialty who wish to expand their nursing practice to the role of an FNP. The mission of the FNP Certificate Program is consistent with the University mission. It will develop clinicians who can manage care and participate in system change through identification of best practice in the care of the family. Graduates of this program will increase their contribution to healthcare through the knowledge and skills developed in this program.
The American Association of Colleges of Nursing (AACN) has created the new Graduate Nursing Student Academy (GNSA) to provide high value programs, services and resources to nursing students enrolled in master’s and doctoral programs. Click here for more information.
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Our graduate nursing faculty at RMUoHP have between them, just in the last 10 years, 121 peer-reviewed publications and presentations, 3 fellowships in national and regional academies, 30 honors and awards, and over $13 million in funded research, plus 20 completed and current educational and clinical research/quality improvement projects and serve as reviewers or editors for 3 major journals. One of our faculty chairs a State Board of Nursing and another is a current site visitor for CCNE.