The Systematic Review as a Doctor of Nursing Practice ( DNP ) Project: A Curricular Innovation in One DNP Program
Year: 2025
Type: review
Abstract: AIMS: To advocate for the systematic review as a rigorous, competency-aligned option for the Doctor of Nursing Practice (DNP) project. METHODS: A descriptive and conceptual analysis was used, drawing on existing literature, historical context, and a case study of a three-semester curriculum integrating systematic review methodology. Data sources included peer-reviewed research, professional guidelines, and faculty experience in teaching and mentoring DNP students. RESULTS: Integrating systematic reviews as DNP projects equips students with competencies in evidence synthesis, critical appraisal, knowledge translation, and project management. A three-semester scaffolded approach to conducting a systematic review has the potential to foster strong student engagement, build essential skills, and prepare graduates to lead evidence-based practice change. CONCLUSIONS: Systematic reviews meet DNP project criteria when paired with practice-focused implementation and evaluation components. This approach offers an alternative where site access, time, or feasibility limits primary data collection, while ensuring methodological rigor and professional relevance. IMPACT: Adopting systematic reviews as DNP projects can reduce clinical site burden, expand project opportunities, and strengthen evidence-based practice capacity in nursing. Broader acceptance and standardization of this model could enhance practice-based doctoral education globally. PATIENT OR PUBLIC CONTRIBUTIONS: No Patient or Public Contribution.
Source: Journal of Advanced Nursing
DOI: 10.1111/jan.70141
Institutions: Rutgers, The State University of New Jersey, Rutgers Health
Language: English
Subfield: General Health Professions
Field: Health Professions
Domain: Health Sciences
Open Access status: hybrid
Estimated APC paid: $5,450
OpenAlex ID: W4413415987