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.
DNP students and alumni are active consumers of evidence-based nursing medicine. Click here to view various scholarly projects completed by our DNP students.
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 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 45 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-Graduate 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 as 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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Laura Anderson DNP, WHNP-BC, CNM
Amber Barnes, DNP
Kevin D. Ballard, DNP, FNP
Judith A. DePalma PhD, RN
Liana Kinikini, DNP, APRN, NP-C
Frances Medaglia PhD, ANP-BC
Marthe Jean Moseley PhD, RN, CCNS
Stacey Pfenning DNP, APRN, FNP
Marie-Eileen Onieal PhD, MMHS, RN, CPNP, FAANP
Lucille Raia DNP, RN, NEA-BC
Mary Taschner, DNP, ANP-BC
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.