Formative evaluation of a National Institutes of Health-funded translational research program for Doctor of Nursing Practice students

Abstract

Background:

Cardiovascular disease (CVD) remains the leading cause of mortality in the United States, with hypertension disproportionately affecting historically disadvantaged groups. Doctor of Nursing Practice (DNP)-prepared nurses can bridge the gap between research and practice, yet structured translational research training remains scarce.

Purpose:

The Translational Research and Implementation Science for Nurses (TRAIN) program was developed to equip underrepresented minority DNP students with research skills, mentorship, and hands-on experience to advance CVD health equity.

Methods:

TRAIN is a 12-week National Institutes of Health-funded fellowship combining hands-on research (70%) and classroom instruction (30%) under interdisciplinary faculty mentorship. The curriculum includes translational research methods, responsible conduct of research, and CVD health equity science.

Discussion:

One-year evaluation showed improved research literacy, confidence, and professional networking. Challenges included recruitment, program buy-in, and short duration.

Conclusion:

TRAIN is a scalable model for DNP training in cardiovascular translational science, with future expansion planned for other chronic illnesses and mentorship.

Introduction

Cardiovascular diseases remain the leading cause of death in the United States, with hypertension driving a substantial burden of preventable morbidity and mortality (Martin et al., 2025). Nearly half of the U.S. adult population lives with hypertension, yet fewer than half of those affected achieve adequate blood pressure control (Fryar et al., 2024). Although numerous clinical trials have demonstrated the efficacy of patient education, peer coaching, community partnerships, telehealth, self-management, and clinical decision support that can improve hypertension outcomes, these advances have not translated equitably into routine clinical practice, even for those engaged in care (Commodore-Mensah et al., 2022; Go et al., 2014; Innab & Kerari, 2022; Moise et al., 2022; Nili et al., 2020). Consequently, population-level blood pressure control remains suboptimal, with the greatest gaps observed in historically disadvantaged and minoritized communities where structural barriers to care persist (Khalid et al., 2024; Martin et al., 2025). Key barriers to effective translation and implementation of research into practice include the lack of training and capacity among clinical experts to identify, implement, and evaluate evidence-based innovations at the organizational and community levels (Ashour & Hatamleh, 2024; Clarke et al., 2013; Flaspohler et al., 2008; Iwama et al., 2023; Loftin et al., 2012).

The Doctor of Nursing Practice (DNP) workforce is well-positioned to lead translational efforts to address hypertension disparities (Beeber et al., 2019; Labardee et al., 2020). DNP-prepared nurses are trained in clinical leadership, quality improvement, policy, and evidence translation and bring deep expertise in chronic disease management and team-based care, particularly in underserved settings. However, most DNP graduates lack access to structured mentorship, applied research training, and formal mechanisms to collaborate with researchers, limiting their ability to contribute to translational research and implementation (Ashour & Hatamleh, 2024; Iwama et al., 2023). As a rapidly growing and increasingly diverse segment of the health care workforce, investing in DNP mentorship and research training represents a critical opportunity to expand the pipeline of diverse clinicians who are equipped to advance equity-centered care. To address this gap, we developed the Translational Research and Implementation Science for Nurses (TRAIN) Program. This article describes the development, implementation, and formative evaluation of the TRAIN Program’s inaugural year.

Methods

Program Overview

In response to the National Heart, Lung, and Blood Institute (NHLBI) Short-Term Research Education Program to Increase Diversity in Health-Related Research (R25) program announcement, our Center for Nursing Research and Innovation, situated at the intersection of academia and clinical practice within a large urban health system, proposed a novel program to train diverse cohorts of DNP students for translational research leadership to improve hypertension outcomes and reduce disparities therein. The program received funding in 2023 to support five annual summer cohorts of up to eight students per year. Participants are provided a stipend to offset the financial impact of choosing to enhance their professional development through the TRAIN Program in lieu of other gainful employment, as well as funding for local housing, travel to and from the host institution, and attending a national conference of their choosing.

TRAIN Program Frameworks and Logic Model

Conceptualization and formative evaluation of the TRAIN Program were guided by the Education, Training, and Research Health Equity Framework, which recognizes that education and health outcomes are shaped by complex interactions between individuals and their environments (Peterson et al., 2021). Consistent with this framework, the TRAIN Program is structured around three equity-centered pillars: strengthening relationships and research networks, building individual research capacity, and advancing structural empowerment (Figure 1). Pillars were operationalized through program activities designed to strengthen fellows’ research knowledge, skills, and self-efficacy (short-term outcomes); promote sustained mentorship relationships, leadership engagement, and scholarly and translational research participation (intermediate outcomes); and support peer-reviewed dissemination, grant funding, and academic and career advancement (early long-term outcomes).

Figure 1.

TRAIN program logic model informed by the health equity framework. Note. This figure presents the conceptual logic model guiding the TRAIN Program development and evaluation.

The TRAIN Program integrates hands-on mentored research experience with structured didactic curriculum. The Health Equity Implementation Framework guides the curriculum to address structural, organizational, and contextual barriers to equitable implementation of research into practice (Woodward et al., 2019). A logic model, informed by the W.K. Kellogg Foundation framework, was used to map program inputs, activities, outputs, and outcomes and to guide evaluation and scalability (Figure 1; W.K. Kellogg Foundation, 2004). Together, these frameworks ensured that the program combined an equity-centered view of power and opportunity, attention to contextual determinants of implementation within the curriculum, and a pragmatic structure for aligning inputs, activities, and outcomes.

Recruitment and Participant Selection

The TRAIN Program is open to students currently enrolled in an accredited DNP degree program, regardless of format (in-person or virtual), focus (clinical or leadership), structure (bachelor’s or master’s entry), or clinical specialty. To accommodate the wide range of DNP program pacing, schedules, and start dates, students may apply to participate at any point during their DNP education. In alignment with the funding mechanism’s mission to increase diversity in health-related research, applicants must identify as members of an underrepresented population in science.

The TRAIN Program recruits nationally and accepts applicants from across the country. The funder requires participants to be U.S. citizens or permanent residents. Applicants submit their academic transcripts, curriculum vitae, personal statement detailing their interest in the program and advancing cardiovascular health equity, two letters of recommendation from faculty or professional supervisors, and an attestation from their DNP program official confirming that TRAIN is compatible with their academic requirements. To facilitate recruitment, we used a multimodal strategy to share details about the program, consisting of direct outreach to local and national DNP programs, professional networks and list-servs, and professional organizations such as the National Black Nurses Association, National Association of Hispanic Nurses, DNPs of Color, and regional nursing research societies. We also used social media to reach student and professional groups on LinkedIn.

Applications were reviewed using a structured, consensus-based process to promote fairness and minimize bias by a multidisciplinary review committee. Selection criteria emphasized commitment to advancing health equity, potential for translational research engagement, and representation of individuals underrepresented and disadvantaged in health-related research. Applicants meeting program requirements were invited to participate in an interview focused on learning about the candidate’s interests in cardiovascular health, health equity, and translational research, as well as their ability to commit to the program’s schedule.

Program Components

The TRAIN Program was developed as a 12-week immersive summer experience integrating hands-on mentored research experience (70%) with structured didactic curriculum (30%). The program emphasized experiential learning within real-world clinical environments, reinforcing the bidirectional exchange between research and practice that underpins translational science. While the program is full-time at 30 hours per week, the flexible structure accommodates students who are balancing academic coursework and professional work as clinicians and leaders. Fellows spend 10 hours per week engaging in in-person seminars and workshops as a group, and 20 hours per week working individually with mentors on translational research projects in the field.

Mentorship and Team Structure

Mentorship and team structure were central to the TRAIN model and were designed to support individualized learning and interdisciplinary collaboration (Table 1). TRAIN co-directors (K.S. and B.C.) are supported by an Internal Advisory Committee and an External Advisory Committee that provide oversight and strategic guidance. Faculty mentors were selected by the co-directors during the grant development phase based on mentorship and research experience to ensure alignment with the program’s mission. All faculty mentors hold the rank of Assistant Professor or higher, have a demonstrated record of successful mentorship across multiple training levels and disciplines, including nursing, medicine, and public health, as well as active federally funded research programs relevant to the NHLBI mission (Table 1). A total of 16 faculty members from the TRAIN Program’s home institution and regional nursing schools serve as mentors, methodological experts, and collaborators support the TRAIN Program. These faculty represent eight disciplines, three academic institutions, and 10 departments, divisions, and centers within the institution.

Table 1.

TRAIN Program Mentorship and Team Structure

Role	n	Academic Titles (Degrees)	Core Disciplines	Primary Functions	Affiliation
Program Directors	2	Associate Professors (PhD)	Emergency Medicine; Health Equity Science; Geriatrics; Palliative Care	Curriculum development; individual development planning; matching of participants with mentors for hands-on translational research experience; program leadership and administration	Internal
Internal Advisory Committee	4	Associate Professors and Professors (MD, PhD, DNP)	Emergency Medicine; Nursing; Simulation, Psychology; Public Health	Curriculum and program review; feedback on training, policies, and evaluation; recruitment and application review; participant selection support; oversight of conduct and compliance; conflict review and resolution; quarterly and as-needed meetings	Internal and External
External Advisory Committee	3	Professors (MD, PhD)	Medicine; Nursing	Annual program review with program directors and internal advisory committee; evaluation review and strategic recommendations; oversight of recruitment, retention, and post-program outcomes; consultation on curriculum and training structure; annual fall meetings with ad hoc consultation as needed	External
Administrative Staff	2	Program Coordinator (MPH); Program Manager (MSN)	Nursing; Public Health	Program operations; scheduling; trainee support; evaluation tracking; grant management	Internal
Content Experts	2	Assistant and Associate Professors(MD, PhD, DNP); Librarian (MLIS)	Medicine; Nursing; Library Services	Guest lectures; scholarly and library support	Internal and External
Clinical Liaisons	3	Nurse Leaders (DNP)	Nursing	Practice–research integration; clinical translation	Internal
Faculty Mentors	16	Assistant Professors, Associate Professors, and Professors (MD, PhD, MD/PhD)	Nursing; Medicine; Cardiology; Informatics; Epidemiology	Mentorship; research supervision; subject-matter expertise	50% Internal/50% External

Note. DNP, Doctor of Nursing Practice; TRAIN, Translational Research and Implementation Science for Nurses.

All fellows were formally appointed as “Volunteer Students” at the TRAIN Programs home institution. Those matched with mentors at external institutions also completed onboarding there to obtain institutional credentials—including identification badges and Institutuional Review Board approval—which enabled direct participation in research activities. Fellows meet in person 2 days per week at the TRAIN Programs home institution for didactic sessions, whether they were matched with a mentor at the home institution or not.

Each fellow develops an Individual Development Plan outlining learning goals and mentorship expectations. Fellows join one or more of their mentors’ ongoing studies to gain hands-on experience working with an interdisciplinary research team. Fellows contribute to these projects while learning skills that apply to the project’s current stage, such as developing study materials, recruiting and consenting participants, collecting or analyzing data, or disseminating research findings, depending on the phase of the project. Fellows may have the opportunity to contribute to external dissemination (e.g., manuscripts and conference abstracts) as members of the research team. For example, one fellow was embedded within a faculty-led translational research team led by a PhD-prepared nurse scientist. The project focused on hypertension and related psychosocial and structural determinants of health. The fellow’s responsibilities included participation in team meetings, data collection and analysis, structured chart reviews, and contributions to abstract and manuscript development (Nyembwe, Zhao, Caceres, et al., 2025; Nyembwe, Zhao, Millender, et al., 2025).

All fellows culminate the summer program by giving a formal presentation about their research experiences to their cohort members, faculty mentors, and invited guests (e.g., professors or advisors from their DNP programs).

Structured Didactic Curriculum

Complementing the mentored research experience, the classroom component offers formal coursework, seminars, and expert-led discussions focused on translational research, research methodology, and cardiovascular health equity. The structured didactic curriculum, guided by the Health Equity Implementation Framework, covers key topics in cardiovascular and health equity science, translational research methods, research skills, and responsible conduct of research (Woodward et al., 2019). Weekly sessions led by PhD- and MD-prepared faculty from across the nation lead cardiovascular and health disparities seminars, focusing on specialized methods (e.g., community-engaged research, mobile health interventions, nurse-led clinical trials) and historically underserved populations (e.g., LGBTQIA+, Deaf and Hard of Hearing, racial and ethnic minorities, immigrant communities), while interactive workshops with the program directors and content experts develop practical research skills, including literature searching, using data collection tools and software, and formulating testable research questions. DNP-prepared nurse leaders complemented the curriculum by sharing professional trajectories shaped by lived experience and structural barriers, highlighting their roles in translational and implementation leadership through community engagement, policy influence, and system-level efforts to expand access to care. Responsible conduct of research training includes the institution’s required coursework alongside guided discussions on ethical considerations in research and health equity. Interactive workshops and reflection sessions allowed fellows to connect theoretical knowledge with their ongoing project work. For example, one early didactic session focused on conducting immersive literature reviews and structured critical appraisal of scientific evidence. This session aligned with the initial phase of mentored research, when fellows were orienting to the scope and context of their assigned projects. Session content and structure are iteratively refined based on fellow and mentor feedback to optimize sequencing, pacing, and relevance.

Evaluation Approach

At the beginning and end of the program, participants anonymously complete a modified Nurses’ Knowledge, Attitudes, and Practices of Research Survey to assess their knowledge, engagement, and ability to perform 20 research-related tasks using low, moderate, and high ratings (Eller et al., 2003). Additionally, faculty mentors participate in an open forum with program directors and the advisory board to share insights and constructive feedback. To assess intermediate and early long-term outcomes, we reconnected with participants at 6 and 12 months after program completion to document their academic and professional progress, including their participation in new research initiatives, new professional roles, and other scholarly activities.

Results

Program Outputs

The program received eight complete applications from eligible candidates. Seven applicants were extended formal invitations, and six fellows were enrolled. Participants represented four U.S. states (Ohio, New York, North Carolina, and Virginia), reflecting a broad geographic reach. Fellows represented diverse clinical and professional practice environments, including acute care, ambulatory care, academia, and community-based settings, demonstrating practice-setting diversity. Participants reported clinical experience ranging from 4 to 20 years. When the program began, participants were employed as inpatient clinical nurses (n = 2), inpatient case managers, inpatient nursing administrators, outpatient clinical nurses, and clinical faculty in a school of nursing. Four participants were enrolled in clinical DNP programs to become nurse practitioners, one was enrolled in an executive leadership DNP program, and one was enrolled in an education DNP program.

Short-Term Program Outcomes

Quantitative data showed meaningful gains in competencies, knowledge, and confidence. Participants (n = 6) completed pre- and post-program self-assessments rating each competency item on a 3-point scale (1 = Low, 2 = Moderate, and 3 = High). As shown in Table 2, scores increased across nearly all domains, reflecting improvement in knowledge, confidence, and engagement in research. There was a slight decrease in willingness to engage in collecting, entering, and analyzing data, and no change in willingness to engage in writing for publication or presenting findings.

Table 2.

Short-Term Outcomes of Inaugural Cohort of TRAIN Program

Survey Item	Knowledge			Willingness to Engage			Ability to Perform
	Pre (Mean ± SD)	Post (Mean ± SD)	Δ Score (Post–Pre)	Pre (Mean ± SD)	Post (Mean ± SD)	Δ Score (Post–Pre)	Pre (Mean ± SD)	Post (Mean ± SD)	Δ Score (Post–Pre)
1. Identifying a clinical problem from practice experience	2.6 (0.52)	3.0 (0.00)	+0.4	2.8 (0.41)	3.0 (0.00)	+0.2	2.3 (0.52)	2.8 (0.41)	+0.5
2. Identifying new information in the literature with implications for current practice	2.3 (0.52)	2.8 (0.41)	+0.5	2.8 (0.41)	3.0 (0.00)	+0.2	1.8 (0.41)	2.8 (0.52)	+1.0
3. Gathering relevant research literature	2.3 (0.52)	2.7 (0.52)	+0.4	2.6 (0.52)	3.0 (0.00)	+0.4	2.3 (0.51)	2.8 (0.41)	+0.5
4. Critiquing research literature for use in practice	1.5 (0.55)	2.7 (0.82)	+1.2	2.3 (0.52)	2.8 (0.41)	+0.5	1.8 (0.75)	2.7 (0.82)	+0.9
5. Determining if there is a sufficient research base for practice change	1.8 (0.75)	2.8 (0.41)	+1.0	2.3 (0.52)	3.0 (0.00)	+0.7	1.8 (0.41)	2.8 (0.41)	+1.0
6. Selecting outcomes to be achieved when changing practice based on research	1.8 (0.41)	3.0 (0.00)	+1.2	2.3 (0.52)	3.0 (0.00)	+0.7	2.2 (0.41)	2.8 (0.41)	+0.6
7. Developing a theoretical framework for a study	1.7 (0.82)	2.7 (0.52)	+1.0	2.5 (0.55)	2.8 (0.41)	+0.3	1.8 (0.75)	2.8 (0.41)	+1.0
8. Formulating research questions	2.0 (0.00)	2.8 (0.41)	+0.8	2.5 (0.55)	3.0 (0.00)	+0.5	2.0 (0.00)	2.8 (0.41)	+0.8
9. Developing a proposal to study a research question	1.7 (0.52)	2.7 (0.52)	+1.0	2.5 (0.55)	3.0 (0.00)	+0.5	1.8 (0.75)	2.7 (0.52)	+0.9
10. Finding the right data collection instrument	1.7 (0.52)	2.8 (0.41)	+1.1	2.3 (0.52)	2.8 (0.41)	+0.5	1.7 (0.52)	2.7 (0.82)	+1.0
11. Submitting a proposal to the Institutional Review Board	1.4 (0.52)	2.8 (0.41)	+1.4	2.5 (0.55)	3.0 (0.00)	+0.5	1.7 (0.52)	2.7 (0.52)	+1.0
12. Submitting a proposal for grant funding	1.0 (0.00)	2.3 (0.52)	+1.3	2.3 (1.03)	2.5 (0.55)	+0.2	1.2 (0.41)	2.2 (1.00)	+1.0
13. Collection of data	2.0 (0.63)	2.7 (0.52)	+0.7	3.0 (0.00)	2.8 (0.41)	−0.2*	2.0 (0.63)	2.7 (0.52)	+0.7
14. Entering the data into a database	2.0 (0.90)	2.5 (0.84)	+0.5	2.8 (0.41)	2.7 (0.52)	−0.1*	2.2 (0.75)	2.5 (0.84)	+0.3
15. Analyzing the data	1.6 (0.53)	2.5 (0.55)	+0.9	3.0 (0.00)	2.8 (0.41)	−0.2*	1.9 (0.38)	2.7 (0.52)	+0.8
16. Drawing conclusions from the study results	2.0 (0.63)	2.8 (0.41)	+0.8	2.7 (0.52)	2.8 (0.41)	+0.1	1.8 (0.41)	2.7 (0.52)	+0.9
17. Writing up the results for publication	1.5 (0.55)	2.5 (0.55)	+1.0	2.7 (0.52)	2.7 (0.52)	0.0*	1.5 (0.55)	2.5 (0.55)	+1.0
18. Presenting verbally the results	2.3 (0.82)	2.8 (0.41)	+0.5	2.7 (0.52)	2.7 (0.52)	0.0*	2.2 (0.75)	2.7 (0.52)	+0.5
19. Preparing a poster presentation	2.5 (0.55)	2.8 (0.41)	+0.3	2.8 (0.41)	3.0 (0.00)	+0.2	2.5 (0.55)	3.0 (0.00)	+0.5
20. Using research findings to improve practice	2.3 (0.82)	3.0 (0.00)	+0.7	2.7 (0.52)	3.0 (0.00)	+0.3	2.5 (0.55)	2.8 (0.41)	+0.3

Note. TRAIN, Translational Research and Implementation Science for Nurses.

Note. Participants rated each item on a scale of 1 (Low), 2 (Moderate), or 3 (High).

Reference: Eller et al. (2003).

^*Items with no change or a negative change from pre to post. All other items had a positive change.

Open-ended feedback reflected three central themes. Fellows consistently described the program as transformative, emphasizing its role in advancing their career trajectories and expanding what they believed was possible for their professional futures (“The program has really exceeded my expectations, and the opportunities it has provided align so well with career goals I didn’t think I’d ever reach.”). Participants also highlighted the value of access to national role models and thought leaders, noting that exposure to diverse experts deepened their understanding of what leadership in translational science can look like (“We had the opportunity to learn from the best in the field and thought leaders who brought diverse perspectives and deep expertise to their presentations.”). In addition, fellows emphasized the relevance and practicality of the research curriculum, describing the content as engaging and immediately applicable to their work (“The content was engaging and practical, offering knowledge and skills I can readily apply in my future work.”). Several participants suggested expanding the number of DNP-prepared guest speakers to further highlight career pathways in translational research.

Intermediate Program Outcomes

An alumni network was established to sustain mentorship and collaboration beyond program completion. All six alumni remained actively engaged through structured quarterly meetings and ongoing collaborative activities at 6 months, supporting sustained mentor–-mentee communication and peer learning. Fellows reported applying TRAIN-acquired competencies within their home institutions, including participation in interdisciplinary research teams, contribution to local quality improvement and policy initiatives, and mentorship of students and junior peers. Alumni also served as program ambassadors during subsequent recruitment cycles, enhancing program visibility and contributing to the expansion of institutional partnerships.

Early Long-Term Outcomes

The applied behaviors of alumni led to measurable scholarly and professional outcomes. After 1 year, fellows collectively contributed to six abstracts accepted at regional or national conferences, two of which were published (Bhardwaj et al., 2025; Reading et al., 2024). In addition, two manuscripts have been published in high-impact peer-reviewed journals (Nyembwe, Zhao, Caceres, et al., 2025; Nyembwe, Zhao, Millender, et al., 2025). One fellow received an American Heart Association Early Career Travel Grant sponsored by the Council for Preventive Cardiovascular Nursing to attend and present an oral abstract at the Annual Scientific Symposium in Chicago, IL, November 2024, with a TRAIN program director (K.S.) and her TRAIN mentor (Reading et al., 2024). One fellow is now disseminating her previous work, in which she led the conceptualization, development, and implementation of a translational research project to improve diabetes outcomes in the acute care setting. One fellow was inducted as a Fellow of the Academy of Diversity Leaders in Nursing, recognizing leaders who champion justice, equity, diversity, and inclusion across nursing education, research, practice, administration, and policy. Alumni engagement also facilitated the geographic expansion of institutional partnerships, extending to four additional states in the second cohort (Massachusetts, South Carolina, California, and New Jersey), bringing the program’s reach to eight states. This included the program’s first bi-coastal mentor-fellow pairing for a California-based fellow, marking a critical step toward scalable national mentorship pipelines.

Program Financial Model

The TRAIN Program was designed as an investment model, not a cost-aversion model. The majority of program costs were driven by participant stipends and local housing support, which were critical to ensuring equitable access for students who otherwise could not afford to forgo clinical or professional work during the 12-week program. These expenses represented the largest proportion of the overall budget and were essential for recruiting and retaining fellows from across the country. Administrative and leadership efforts were conservatively budgeted at approximately 5% full-time equivalent for the calendar year, with a greater proportion allocated during program start-up (Fall) and implementation (Summer). The program leveraged the robust facilities and resources of the TRAIN Program’s home institution, including in-kind institutional support for administrative staff time, meeting space, and research infrastructure to successfully implement the 12-week program.

Discussion

Findings reflect formative evaluation data from a single cohort and are intended to inform program refinement and future implementation. To our knowledge, the TRAIN Program is among the first National Institutes of Health summer fellowships for DNP students historically underrepresented in science to advance translational research in cardiovascular health equity science. By integrating hands-on mentored research experience with structured didactic learning, TRAIN mirrors training models long established in other clinical disciplines (Souffront, 2025). Beyond expanding access to research training for advanced practice nurses, the program strengthens translational capacity in cardiovascular health equity science and fosters leadership among nurses from underrepresented backgrounds.

Summer enrichment programs for students from underrepresented backgrounds at all levels of study, including the doctoral level, have proven impactful for promoting career advancement among participants (Bouye et al., 2016). A 2024 systematic review by Ashour and Hatamleh identified challenges to research engagement, including insufficient infrastructure, time constraints, limited funding, and restricted access to essential resources. The TRAIN Program is among the first to directly address these barriers by (a) connecting diverse participants with experienced research mentors, educators, and role models who embody a range of backgrounds in health care; and (b) delivering a short-term research experience that is paid, which is an important feature for recruiting diverse DNP students who are experienced midcareer adult learners.

A unique strength of the TRAIN Program is its focus on exposing DNP students from underrepresented backgrounds to translational research outside traditional academic settings, leveraging the expertise of two clinically based nurse scientists who are well-versed in optimizing the translation of research into practice. Unlike traditional academic programs (e.g., university or college setting), the TRAIN prepares DNP students to become practice-based leaders by immersing them in real clinical environments where they learn to identify system-level challenges and apply evidence-based care in diverse populations. This model is essential for bridging the bench-to-bedside and bedside-to-community gap, positioning DNP-prepared nurses as key drivers for transforming health care delivery, particularly in historically marginalized communities.

Limitations and Challenges

The TRAIN Program is not without challenges. First, securing institutional buy-in from DNP programs proved difficult, as program structures between academic institutions vary widely, making it challenging to integrate the summer experience into the academic and professional commitments of potential participants. Second, since the program targets a specialized pool of applicants—underrepresented minority (URM) DNP students interested in both translational research and cardiovascular health with the flexibility to balance school, work, and personal commitments—-reaching potential applicants was also challenging. Third, the short duration of the program posed constraints on research project completion and scope of the fellow’s research contributions. Finally, due to the funding mechanism, the program was limited to current DNP students, excluding DNP graduates who may have also benefited from such an opportunity. These challenges highlight the need for enhanced institutional partnerships to allow more DNP students to fully participate. Moreover, broader recruitment pipelines to reach URM candidates, sustained opportunities to maximize long-term impact, and new programs structured to meet the needs of a busy DNP-prepared nurse leader are necessary.

Opportunities and Future Directions

The TRAIN Program has presented several opportunities to expand its impact, scalability, and sustainability. Future iterations of the program may include unconventional postdoctoral experiences for the DNP-prepared nurse, such as a 12- or 24-month fellowship, to provide an immersive and sustained evidence-based translational research experience. This would require significant institutional commitment to buy out participants’ clinical time so they may fully engage in such a fellowship. Establishing feeder pipelines with schools of nursing could provide a continuous training pathway. Extending the short-term fellowship to continue beyond graduation and into new professional roles would allow DNP-prepared nurses to further refine their knowledge and skills in evidence-based translational science. Additionally, the program’s translational, transdisciplinary, and transformative approach can be adapted to other chronic conditions, such as oncology or maternal health disparities, to broaden its impact across clinical domains. Sustaining programs such as TRAIN requires continued investment beyond federal funding in light of political climate, funding priorities, and political shifts that threaten program continuity. Blending and braiding of institutional, philanthropic, and federal resources may be necessary to replicate and scale the program across diverse health systems. Scaling this model ensures that future DNP-prepared leaders are well equipped to engage in the continuous translation of evidence into real-world practice and to the diverse communities they serve.

Participants achieved several significant achievements, highlighting the program’s role in fostering scholarly contributions. Importantly, many of the fellows’ projects and dissemination products were directly tied to cardiovascular disease and advancing health equity, aligning with the program’s original focus on hypertension disparities. As such, the TRAIN Program can serve as a blueprint for developing a translational research-competent, practice-ready DNP workforce equipped to close the nearly two-decade gap between scientific discovery and clinical implementation.