The 6th Annual Faculty Forum at the APN Forum was held on June 4, 2008, at the Omni Shoreham hotel in Washington, DC. There were approximately 70 neonatal nurse practitioner (NNP) faculty and clinicians in attendance, with representation from the majority of NNP programs in the United States. Data on the state of the science in NNP education are collected by ENSEARCH Management Consultants, which surveys all NNP program directors in the United States with 100% participation. Table 1 provides data about NNP education and graduation for the past year.
This survey has been conducted annually for the past 7 years, demonstrating a slowly increasing graduation rate (averaging approximately 7% per year). The number of enrolled students has remained relatively stable. Most programs (32/40) have fewer than 20 students enrolled. Half have 10 or fewer students enrolled. Many programs have added an online component or are delivered completely online. All of the programs with more than 20 students are delivered online. More than half of the schools have initiated a doctor of nursing practice (DNP) program; however, we did not collect data about details of the DNP program.
These data indicate that a relatively small number of NNP students graduate each year. There are no reliable data about the actual number of vacant NNP positions; however, anecdotal information indicates that there are many more positions available each year than there are new graduates. The small number of students enrolled at each school has negative fiscal implications, because NNP programs are labor and cost intensive. Despite the demand for NNPs in the marketplace, schools of nursing may find it difficult to continue to support programs that are not at least revenue neutral.
Shortage of qualified NNP faculty is an additional challenge. Faculty salaries may not be competitive with the marketplace, making recruitment arduous. At this time of rising faculty shortages, securing adequate numbers of NNP faculty to teach and supervise students in the clinical arena has become increasingly difficult. Teaching in online programs also presents a different set of challenges, because faculty have more limited contact with students.
The American Association of Colleges of Nursing recommendation for the DNP as the appropriate credential for entry into advanced practice by 2015 is an additional challenge facing NNP educators. Doctor of nursing practice entry has implications for credentialing and licensure. There are many unanswered questions that must be resolved during this transitional period: What will the clinical practica look like? Will there be a basic component and then an advanced component? Will there be a multilevel credentialing process, with a generalist and then a specialist examination? Will there be a national DNP examination? Will state nurse practice acts need to be reopened to add the DNP credential for entry into advanced practice? This is a complex issue, which will require much thought and careful consideration of which options will work best for NNP education. It is crucial that NNP educators have a voice in the upcoming debates and decisions.