AACN Releases Revised White Paper Titled The Doctor of Nursing Practice: Current Issues and Clarifying Recommendations

In late September, the AACN Board of Directors endorsed a revised white paper, The Doctor of Nursing Practice: Current Issues and Clarifying Recommendations. Originally endorsed by AACN in October 2015, this paper provides guidance to faculty engaged in developing and sustaining Doctor of Nursing Practice (DNP) programs.

The 2026 revision aligns the paper with the 2026 AACN Essentials, reflects current AACN terminology, incorporates updated references, and provides additional clarity where needed. These revisions do not change the intent, principles, or expectations established in the original publication. The white paper includes clarifications related to DNP graduate scholarship, the DNP Project, and practice experiences.

Updates and clarifications include:

• Advanced-level nursing education: The paper reflects the transition to competency-based education outlined in the 2026 Essentials. Programs are expected to provide learning opportunities that prepare graduates to demonstrate advanced-level (Level 2) sub-competencies. The model also allows schools to differentiate master’s and DNP degree paths based on institutional mission, program outcomes, and environment.

• DNP graduate scholarship and the DNP Project: The paper provides additional clarification on practice-focused scholarship and expectations for the final DNP Project, including its design, planning, evaluation, dissemination, and connection to the student’s area of advanced nursing practice.

• Practice experiences and hours: All DNP students are expected to complete a minimum of 500 post-baccalaureate practice hours as part of an academic program. Programs must provide sufficient practice experiences for students to demonstrate the Essentials Level 2 sub-competencies and applicable role or specialty competencies. Some students may require additional practice hours.

• Direct and indirect care: Practice experiences for DNP students should include both direct and indirect patient care and experiences in healthcare settings or related environments that broaden students’ experiences and provide opportunities to demonstrate Level 2 sub-competencies.

• Immersion experiences: Immersion experiences are expected in advanced nursing education programs and provide focused, sustained practice opportunities for learners to integrate advanced-level sub-competencies and applicable specialty or role competencies.

• Program implementation: The paper provides guidance related to curriculum mapping, program length and efficiency, academic–practice partnerships, faculty development, interprofessional education and practice, and preparation for the nurse educator role.