Doctor of Nursing Practice - Family Nurse Practitioner

Graduation and Employment Rates

Please refer to the University’s Student Success Measures webpage for retention rates, graduation rates, employment rates, and additional success indicators. 

These frequently asked questions are general to the degree options to become a family nurse practitioner (FNP), not specific to Samuel Merritt University.

How does the DNP curriculum differ from the MSN curriculum to prepare me for practice as an FNP? 
The curriculum for a Doctor of Nursing Practice (DNP) in Family Nurse Practitioner (FNP) and a Master of Science in Nursing (MSN) in FNP differ in their focus and depth of study. 

MSN-FNP Curriculum: The MSN-FNP program is centered around developing the necessary nursing skills to become a nurse practitioner. It covers essential patient care topics like physical assessments, pharmacology, pathophysiology, and care of acute and chronic conditions, emphasizing the enhancement of clinical skills for advanced practice roles. 

DNP-FNP Curriculum: The DNP-FNP goes beyond the clinical skillset. It incorporates elements of policy, leadership, and pragmatic healthcare change, focusing on the broader healthcare system and the integration of technological innovations. This approach is designed to prepare graduates for roles that involve not just clinical expertise but also administrative and leadership responsibilities within the healthcare sector. 

Essentially, while both MSN and DNP programs prepare students for FNP roles, the DNP offers a more expansive education, equipping graduates for higher-level positions that include aspects of healthcare management, policy, and education, in addition to clinical practice. 

What are my options to become an FNP if I already have my MSN?
Currently, an RN with an MSN degree can choose a DNP program to become an FNP, enter an MSN program as a certificate (non-degree) student, or obtain a second MSN degree in an FNP program. In contrast to the MSN degree to become an RN, the MSN-FNP degree curriculum builds on the professional role, health policy role, and research role of the FNP. Therefore, the MSN-FNP has a broader foundation in how an FNP can be relevant in FNP practice.   

What are my options to become an FNP if I am an RN with a BSN degree?
As an RN with a BSN degree, you can choose an MSN or a DNP degree path to become an FNP.

What are my options to become an FNP if I am an RN with an associate’s degree?
You can complete an RN to BSN program (SMU RN to BSN Program) and then enter either an MSN or DNP program to become an FNP. If you are an ADN with a non-nursing undergraduate degree and many years of practice, you may be able to provide evidence of how you meet the AACN BSN Essentials through your work, scholarship, community service, and approach to care of the patient in all settings. This approval is based on specific requirements of each university’s school of nursing.

Are there any differences in practice opportunities or scope of practice for an MSN-prepared FNP compared with a DNP-prepared FNP? Are there changes known or under consideration in the future?

The AANP identified eight issues that need to be addressed for a smooth transition to the DNP for nurse practitioners. Included was, “Issues related to parity must be addressed to include providing reasonable methods for currently prepared NPs to obtain the DNP, if desired, and to prevent discrimination in reimbursement.”  (From: AANP Position Statement, 2013; https://www.aanp.org/advocacy/advocacy-resource/position-statements/discussion-paper-doctor-of-nursing-practice)

Are salaries different for FNPs based on the degree?
This depends on the employer. For example, if you are an RN seeking advancement in your position to expand your professional capabilities, your employer will recognize your advanced degree as preferential, thus an increase in income. If a DNP-FNP and an MSN-FNP are new graduates, they most likely will be paid the same.

Does payment from Medicare, Medicaid/Medi-Cal, or private insurers differ based on the degree?
Not at this time. 

The Doctor of Nursing Practice (DNP) program prepares nurses to impact healthcare transformation through scholarship, leadership, and teamwork skills to advance healthcare practice. 

Throughout the program, the DNP scholar aims to improve clinical practice with the collaboration of practice partners to maximize the impact of the DNP project.   

The key elements of the scholarly work include problem identification; a search, analysis, and synthesis of the literature and evidence; translating evidence to construct a strategy or method to address a problem; designing a plan for implementation and actual implementation; and an evaluation of the outcomes, process, and/or experience.  

These scholarly projects exemplify the implementation of practice completed by the graduates of the DNP program. 

The mission of Samuel Merritt University’s DNP program is to produce highly skilled and compassionate nursing professionals. Students are expected to develop a robust healthcare knowledge base and requisite clinical skills, with the ability to appropriately apply knowledge and skills, effectively interpret information, and contribute to patient-centered decisions across a broad spectrum of clinical situations in all settings. The following technical standards, in conjunction with the academic standards, are requirements for admission, promotion, and graduation. The term “candidate” refers to candidates for admission to the DNP program as well as current DNP students who are candidates for retention, progression, or graduation.

These requirements may be achieved with or without reasonable accommodations, the cost of which will be borne by the institution. These standards should not serve as a deterrent to any candidate with disabilities who desires to pursue DNP education. Candidates with disabilities bring unique perspectives that contribute to the diversity of the student population and will create a diverse healthcare workforce of culturally competent practitioners who can meet the needs of their patients. Candidates with disabilities are encouraged to contact the Disability Resource Center immediately to begin a confidential conversation about possible accommodations necessary to meet these standards. Fulfillment of the technical standards for graduation from the DNP program does not guarantee that a graduate will be able to fulfill the technical requirements of any specific clinical position.

Technical Standards

Observational Skills

A candidate must acquire information as presented through demonstrations and experiences in foundational sciences. In addition, a candidate must be able to evaluate a patient accurately and assess relevant health, behavioral, and medical information. Candidates must be able to obtain and interpret information through comprehensive bio-psycho-social assessment of patients, correctly interpret diagnostic representations of patient data, and accurately evaluate patient conditions and responses appropriate for one’s area of specialization. 

Communication Skills

Candidates must exhibit interpersonal skills to enable effective care and collaboration for patients, including the ability to communicate effectively in English with all members of a multidisciplinary healthcare team, patients, their families, faculty, and staff. Candidates must be able to clearly and accurately communicate verbal and written information and accurately interpret verbal and non-verbal communication.

Intellectual-Conceptual, Integrative, and Cognitive Skills

Candidates must be able to learn through a variety of modalities, including but not limited to: synchronous or asynchronous lecture; group or team and collaborative activities; individual study; preparation and presentation of scholarship; and use of computer technology. A candidate must effectively interpret, assimilate, and understand the complex information required to function within the DNP program curriculum. The candidate must be able to synthesize information both in person and via remote technology; interpret causal connections and make accurate, fact-based conclusions based on available data and information; formulate a hypothesis and investigate the potential answers and outcomes; and reach appropriate and accurate practice decisions. A candidate must be able to find sources of knowledge and possess the ability to be a lifelong learner.

Behavioral Attributes, Social Skills, and Professional Expectations

A candidate must be able to exercise good judgment, promptly complete all responsibilities attendant to the care of patients, and develop mature, sensitive, and effective relationships with patients, faculty, and fellow students in the learning community. The skills required to do so include the ability to effectively handle and manage heavy workloads, function effectively under stress, adapt to changing environments, display flexibility, and learn to function in the face of uncertainties inherent in clinical practice and academia. Candidates are expected to exhibit professionalism, personal accountability, compassion, integrity, concern for others, and interpersonal skills, including the ability to accept and apply feedback, respect boundaries, and care for all individuals in a respectful and effective manner regardless of gender identity, age, race, sexual orientation, religion, disability, or any other protected status. Candidates should understand, and function within, the legal and ethical aspects of the nursing practice, including patient advocacy, and maintain and display ethical and moral behaviors commensurate with the role of a nurse in advanced practice and a Samuel Merritt University student in all interactions with patients, faculty, staff, students, and the public. Interest and motivation throughout the educational process are expected of all candidates.