Abstract
Background: 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.
Purpose: 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.
Methods: 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.
Results: 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.
Conclusion: The model may hold promise as a solution to assist students in adjusting to DNP education and deserves further exploration as an advising approach.