NURS FPX 9010 Assessment 1: Exploring the Foundations of the DNP Scholarly Project and Leadership in Advanced Nursing Practice

NURS FPX 9010 Assessment 1 represents the critical first step in the Doctor of Nursing Practice (DNP) journey, where students begin transitioning from theoretical learning to scholarly application in clinical practice and leadership. This assessment is designed to help DNP learners identify a meaningful practice problem within their healthcare setting and establish the foundation for their scholarly project. It encourages critical thinking, evidence-based reasoning, and leadership in addressing real-world healthcare challenges. Essentially NURS FPX 9010 Assessment 1, this assessment marks the beginning of the student’s transformation into a nurse leader capable of driving innovation and improving patient outcomes at a systems level.

Purpose and Overview of NURS FPX 9010 Assessment 1

The goal of NURS FPX 9010 Assessment 1 is to help students define a practice problem that aligns with the mission of the DNP program—to advance nursing practice through evidence-based leadership, quality improvement, and health system transformation. This assessment introduces the student to the process of identifying, analyzing, and articulating a clinical or organizational issue that needs improvement.

The DNP scholarly project begins with this foundational step because it requires a clear understanding of the healthcare problem, supported by data and evidence from the literature. The identified problem should be specific, measurable, and relevant to the student’s clinical practice environment. It must also align with the organizational priorities and national healthcare goals, such as improving care quality, enhancing patient outcomes, and reducing healthcare costs.

Common focus areas for this assessment include reducing hospital readmission rates, improving pain management, enhancing care coordination, addressing nurse burnout, or implementing evidence-based interventions to improve patient safety. Through this process, students begin connecting academic learning with professional practice and demonstrating leadership through inquiry.

Identifying a Practice Problem: The Foundation of Scholarly Inquiry

The first step in this assessment is identifying a significant practice problem. The issue must be observable, evidence-based, and supported by data from clinical practice or organizational performance indicators. Nurse leaders are uniquely positioned to recognize these challenges because of their direct engagement with patients, staff, and healthcare systems.

For example, a nurse leader working in a critical care unit might notice that hospital-acquired infections (HAIs) remain persistently high despite infection control measures. By examining infection reports, staff compliance data, and existing protocols, the nurse can identify specific gaps—such as inconsistent hand hygiene or improper catheter care—as contributing factors.

This assessment guides learners to validate their observations using both qualitative and quantitative evidence. They are encouraged to explore peer-reviewed literature, organizational reports, and national benchmarks such as those from the Centers for Disease Control and Prevention (CDC) or the Agency for Healthcare Research and Quality (AHRQ). This ensures that the identified problem is not only relevant to the local practice environment but also aligns with national healthcare improvement priorities.

Moreover, identifying a practice problem helps nurses reflect on their leadership role. Rather than simply acknowledging problems, DNP-prepared nurses are expected to analyze root causes and take initiative in finding sustainable solutions. This proactive, evidence-driven mindset defines the foundation of doctoral-level nursing practice.

Establishing the Significance and Relevance of the Problem

A key part of NURS FPX 9010 Assessment 1 is articulating why the selected practice problem matters. Students must demonstrate the problem’s significance to patients, staff, organizations, and the broader healthcare system. This includes describing how the issue affects patient outcomes, healthcare costs, and staff performance.

For instance, if the identified issue is nurse burnout, the student could highlight research linking burnout to higher turnover rates, decreased patient satisfaction, and increased risk of medical errors. Demonstrating these impacts emphasizes the urgency of addressing the problem through evidence-based interventions.

Furthermore, the issue’s relevance must extend beyond local practice to align with national healthcare goals such as the Triple Aim Framework, which seeks to improve the patient experience, improve population health, and reduce per capita healthcare costs. By connecting the identified problem to these broader objectives, the DNP learner establishes a strong rationale for scholarly inquiry.

In addition to practical implications, the assessment encourages students to discuss ethical considerations related to the problem. Ethical reasoning ensures that proposed changes respect patient rights, promote equity NURS FPX 9010 Assessment 2, and enhance the overall integrity of the healthcare system. This ethical foundation reinforces the professional responsibility of DNP leaders to advocate for justice and compassion in nursing practice.

Integrating Evidence-Based Practice and Literature Review

NURS FPX 9010 Assessment 1 emphasizes the importance of grounding practice problems in evidence-based literature. A preliminary literature review helps students understand what is already known about the issue, what interventions have been effective, and where gaps still exist.

For example, if the chosen problem is medication errors during patient handoffs, a literature review might reveal that standardized communication tools such as SBAR (Situation, Background, Assessment, Recommendation) significantly reduce errors. However, the review may also identify barriers to implementation, such as time constraints or inconsistent training. This process enables the student to identify potential interventions that could be adapted for their organization.

Evidence-based practice (EBP) is at the core of DNP education. It bridges research and clinical application, ensuring that decisions are guided by the best available evidence rather than tradition or intuition. Through this assessment, students develop the ability to critically evaluate sources, differentiate between high- and low-quality evidence, and synthesize findings to inform their project direction.

This integration of evidence also strengthens the student’s scholarly writing skills. The assessment requires clear, logical, and well-supported arguments that demonstrate academic rigor and professional integrity—essential traits for future nurse leaders and change agents.

Leadership and Interprofessional Collaboration

Another central component of NURS FPX 9010 Assessment 1 is the emphasis on leadership and collaboration. DNP-prepared nurses are not only clinical experts but also change leaders who work across disciplines to improve care delivery systems.

In identifying and addressing a practice problem, collaboration with key stakeholders—nurses, physicians, administrators, patients, and policymakers—is essential. Successful projects require shared vision and cooperation to ensure the feasibility and sustainability of interventions. For instance, a DNP student proposing a new patient education program on diabetes management must engage both nurses and dietitians to ensure consistent messaging and support for patients.

The assessment encourages students to apply leadership theories such as transformational leadership or servant leadership, which focus on motivating and empowering others. Transformational leaders inspire change through vision and passion, while servant leaders prioritize the needs of their team and patients. Both styles align with the DNP’s goal of promoting collaborative, patient-centered care.

Furthermore, interprofessional collaboration is not limited to project implementation—it begins at the problem identification stage. Engaging diverse perspectives helps ensure that the chosen issue is relevant, achievable, and supported across departments. This fosters a culture of shared responsibility for improvement and builds trust within the organization.

Aligning the Project with the DNP Essentials

Every DNP project must align with the American Association of Colleges of Nursing (AACN) DNP Essentials, which define the competencies expected of a doctoral-level nurse. NURS FPX 9010 Assessment 1 provides an opportunity for students to reflect on how their identified problem aligns with these core essentials.

• Essential I: Scientific Underpinnings for Practice – Using evidence and theory to understand and address clinical problems.

• Essential II: Organizational and Systems Leadership – Leading quality improvement and policy development efforts.

• Essential III: Clinical Scholarship and Analytical Methods – Critically appraising research to guide evidence-based interventions.

• Essential VI: Interprofessional Collaboration – Working effectively with teams to improve patient and system outcomes.

• Essential VIII: Advanced Nursing Practice – Applying advanced knowledge and skills to transform care delivery.

By aligning their project with these essentials, students demonstrate that their scholarly inquiry is rooted in the principles of advanced nursing leadership and professional excellence.

Building the Foundation for the DNP Scholarly Project

Ultimately, NURS FPX 9010 Assessment 1 serves as the foundation for the entire DNP scholarly project. The identified practice problem becomes the focal point for subsequent assessments, where students will design, implement, and evaluate evidence-based solutions.

At this stage, the emphasis is on clarity, justification, and alignment. The learner must articulate a problem statement that is specific, measurable, and actionable. Additionally, the assessment requires consideration of available resources NURS FPX 9010 Assessment 3, potential barriers, and stakeholder engagement strategies—all of which will influence the project’s feasibility.

By the end of this assessment, students have not only defined a problem but also established a scholarly identity as a nurse leader and innovator. They begin to see themselves as agents of change who bridge the gap between evidence and practice, ultimately contributing to the advancement of healthcare systems.

Conclusion

NURS FPX 9010 Assessment 1 marks a significant milestone in the DNP journey, where academic learning converges with professional practice. It challenges nurses to think critically, act ethically, and lead confidently in identifying and addressing real-world healthcare issues.

Through this assessment, students develop the foundational skills of scholarly inquiry—problem identification, evidence appraisal, stakeholder engagement, and leadership reflection—that will guide them throughout their DNP project and beyond.

More than an academic requirement, NURS FPX 9010 Assessment 1 represents the beginning of a transformative process. It empowers nurses to move from being practitioners to innovators, from observers to change agents, and from participants in healthcare to leaders shaping its future.

By embracing this challenge with curiosity, courage, and compassion, DNP learners fulfill the true purpose of advanced nursing practice—to improve health outcomes, influence systems, and elevate the profession through evidence-based leadership.