PMID- 30096117
OWN - NLM
STAT- MEDLINE
DCOM- 20190906
LR  - 20190906
IS  - 1536-5026 (Print)
IS  - 1536-5026 (Linking)
VI  - 39
IP  - 5
DP  - 2018 Sep/Oct
TI  - Innovation With Strengths: A Collaborative Approach to PhD/DNP Integration in 
      Doctoral Education.
PG  - 327-328
LID - 10.1097/01.NEP.0000000000000393 [doi]
AB  - Doctorally prepared nurses are well equipped to provide solutions to complex 
      issues in today's rapidly changing health care environment. Collaborative 
      relationships between doctor of nursing practice (DNP)- and doctor of philosophy 
      (PhD)-prepared nurses facilitate timely translation of research into practice, 
      enhanced educational opportunities, and development of interventions to improve 
      health outcomes; however, challenges have been identified that hinder 
      collaboration. This article highlights a three-pronged innovative and structured 
      approach to identify individual student strengths, facilitate collaboration among 
      DNP and PhD students, and set the foundation for implementation of a 
      strengths-based curriculum during the doctoral educational experience.
FAU - Lusk, Marcie Dianne
AU  - Lusk MD
AD  - About the Authors Marcie Dianne Lusk, DNP, APRN, FNP-C, is a clinical assistant 
      professor, and Colleen Marzilli, PhD, DNP, MBA, RN, is an associate professor, 
      University of Texas at Tyler School of Nursing, Tyler, Texas. For more 
      information, contact Dr. Lusk at mlusk@uttyler.edu.
FAU - Marzilli, Colleen
AU  - Marzilli C
LA  - eng
PT  - Journal Article
PL  - United States
TA  - Nurs Educ Perspect
JT  - Nursing education perspectives
JID - 101140025
MH  - Cooperative Behavior
MH  - Curriculum
MH  - *Education, Nursing, Graduate
MH  - Humans
MH  - *Physicians
MH  - *Students, Nursing
EDAT- 2018/08/11 06:00
MHDA- 2019/09/07 06:00
CRDT- 2018/08/11 06:00
PHST- 2018/08/11 06:00 [entrez]
PHST- 2018/08/11 06:00 [pubmed]
PHST- 2019/09/07 06:00 [medline]
AID - 00024776-201809000-00018 [pii]
AID - 10.1097/01.NEP.0000000000000393 [doi]
PST - ppublish
SO  - Nurs Educ Perspect. 2018 Sep/Oct;39(5):327-328. doi: 
      10.1097/01.NEP.0000000000000393.