Making the case in the
institution
Daryl Sharp, PhD, RN, CS, NPP
University of Rochester
School of Nursing
January 12, 2006
Theoretical guides
• The work of Edwin Friedman
– Anchored in and extends Bowen theory
Friedman, E. H. (1985). Generation to generation. NY: The
Guilford Press.
Friedman, E. H. Bowen theory and therapy. In: AS Gurman, AS,
Kniskern DP, editors. Handbook of family therapy. vol. 2.. NY:
Brunner/Mazel; 1991. p. 134-170.
• Self-determination theory
– Theory of motivation
Deci, E. L., & Ryan, R. (1985). Intrinsic motivation and self-
determination in human behavior. NY: Plenum Press.
Differentiation and
Leadership
“The key to successful leadership has more
to do with the capacity for self-definition
than with the ability to motivate others.”
Friedman, E.H. (1985), p. 221
Differentiation defined
• Refers to taking responsibility for defining
positions on matters of importance
• Consistent with one’s own values and
goals
• Holding onto such positions in the face of
reactivity from others
Leadership components through
self-differentiation
• The leader needs to define his or her
position:
– Take non-reactive, clearly conceived , and
well defined positions
• The leader needs to stay in
touch/connected with the body
• The leader needs to have a capacity to
deal with the sabotage
Component I:
Defining one’s position
• DNP as vision
• What else is new?
• Limitations of current programs
• Excessive focus on secondary issues
Underlying assumptions
• The usefulness of the DNP is contingent
upon its development as a rigorous
doctoral level, high quality, excellent
curriculum
Underlying assumptions
• The content AND process components of
the DNP curriculum are equally
important/valued
Underlying assumptions
• Success of the DNP is dependent on the
collective efforts of our faculty in
partnership with our colleagues in practice
Choosing your committee
• Desirable qualities
–
–
–
–
–
Intellectual curiosity
Flexibility in thinking
Adventuresome: energized by innovation & challenge
Interpersonally skilled & well-respected
Emotionally mature: capacity to stay connected &
non-reactive especially in the face of opposition
• Strategic appointees
– Broad representation from SON & practice
– Familiarity with institutional processes
Strategies for developing
thoughtful positions
• Educate yourself
– Read the literature
– Understand the arguments pro & con
– Seek others’ perspectives
– Decide what you think: formulate position
• Write about your thinking
• Benchmark
• Write more about your thinking
DNP Program Evaluation
Template
SON or
CON
Key
con-tent
Tracks
Credits
Model
Struc-ture
FT/
PT
Capstone
Other
Identify your conceptual
framework
• Defining your unique perspective
• Build on your strengths
• The Rochester Model:
– Unification for the 21st Century: guides
curriculum content consistent with AACN
Essentials
– Self-determination theory: guides educational
process
URSON Unification Model
for the 21st Century
Systems
Self-Determination Theory:
Student-faculty relationships
• Autonomously motivated students:
– Achieve higher academic outcomes
– Perceive themselves as more competent
– Have greater self-worth
– Prefer and experience more pleasure from
optimal challenges
– Generate more creativity
– Are likely to remain in school
Self-Determination Theory:
Student-faculty relationships
• Students flourish with autonomy
supportive teachers:
–
–
–
–
–
–
–
–
Higher academic achievement
Greater conceptual understanding
Greater perceived competence
Higher self-esteem
Greater flexibility in thinking
More active information processing
Greater creativity
Higher retention rates
Self-Determination Theory:
Student-faculty relationships
• Autonomy supportive teachers cultivate autonomously
motivated students
• DNP curriculum: autonomy supportive
• Autonomously motivated teachers (not “assigned”)
• Autonomy supportive approaches to learning
• DNP graduates internalize value of autonomous
motivation for learning
• DNP graduates advocate for and lead creation of
autonomy supportive (patient-centered) care
environments
– Improved clinical outcomes
– Greater satisfaction with care (and caregiving)
SDT Reference
Reeve, J. (2002). SDT applied to educational
settings. In E.L. Deci, & R.M. Ryan (Eds.).
Handbook of Self-Determination Research.
Rochester, NY: University of Rochester Press.
Component II:
Staying in touch
• Faculty forum
– January & April 2005
– Back to school: August 2005
• Community forums
– Each health care system in Rochester
• Informal, “copy room” conversations
• Running ideas by one’s most
thoughtful (and sometimes most
oppositional) colleagues
Component III:
Staying ahead of the
sabotage
• Skillful use of the
DNP-faculty-you/committee
triangle
Faculty
You
DNP
• Be respectful (tend your boundaries): do
not get ahead of yourself
• Stay connected to your opponents
Where we are
• DNP program proposal to curriculum
committee January or February
• Faculty review/decision
• To Board of Trustees in March or April
• To NYS Department of Education
• Market program in spring/summer
• Admit 1st cohort (8 students) 9/06-1/07
• Go slow; aim high!
URSON Dean Emeritus:
Loretta C. Ford, EdD, RN, FAAN
“NP /DNP groundbreaker”