Traditional advising may not meet the needs of doctor of nursing practice (DNP) students. Founded on the principles of appreciative inquiry, appreciative advising serves as a promising alternative model.
The purpose of this pilot study was to determine feasibility of a DNP appreciative advising model to advise students through the rigors of DNP education and improve student and faculty satisfaction.
Faculty were oriented to the model and provided comprehensive guidebooks. Survey data were collected at 4 time points. Quantitative survey data were analyzed using descriptive statistics. Qualitative responses were analyzed using qualitative content analysis.
Twenty-six students and 7 faculty who participated reported satisfaction with the model and commented that the model allowed for early identification of needs and was helpful and worthwhile.
The model may hold promise as a solution to assist students in adjusting to DNP education and deserves further exploration as an advising approach.
Author Affiliations: Associate Professor (Dr Hande), Professor (Dr Christenbery), and Assistant Professor (Dr Phillippi), Vanderbilt University School of Nursing, Nashville, Tennessee.
Support was provided by Clinical and Translational Science Award through grant UL1 TR000448 and Siteman Comprehensive Cancer Center and NCI Cancer Center Support Grant P30 CA091842. J.P. was supported by grant K08HS024733 from the Agency for Healthcare Research and Quality during manuscript production. The content is solely the responsibility of the authors and does not necessarily represent the official views of the Agency for Healthcare Research and Quality.
The authors declare no conflicts of interest.
Correspondence: Dr Hande, Vanderbilt School of Nursing, 603 Godchaux Hall, 461 21st Ave S, Nashville, TN 37240 (email@example.com).
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Accepted for publication: June 25, 2018
Published ahead of print: August 21, 2018