The Systematic Review as a Doctor of Nursing Practice (DNP) Project: A Curricular Innovation in One DNP Program

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.