The number of American Doctor of Nursing Practice (DNP) programs, according to American Association of Colleges of Nursing (AACN), has grown from 30 in 2006 to 264 in 2014 [1]. The DNP degree prepares nurses to provide patient care at the highest level of education and practice. Programs have two entry levels, the BSN prepared student and the Masters prepared student. The post master’s DNP curricula increases the practitioner’s knowledge and level of expertise in the areas of research, evidence based practice, information systems and technology, healthcare policy, collaboration, health promotion/disease prevention and advanced nursing practice for individuals, populations and systems [2].The DNP heralds a paradigm shift in doctoral nursing education, focusing, on clinical nursing expertise for application of evidence-based practice (EBP) in an increasingly complex health system. This growing field of advanced practice nurses will face the changing landscape of healthcare, and be required to “create clinical strategies that improve practice and health outcomes” [3] (p.330). Curriculum development for the DNP must incorporate didactic and practica learning focused on increasing the student’s ability for critical thinking and reflective practice. The nurse moves from the provider of care for one individual to an expert who can apply evidence based practice (EBP) and nursing scholarship to populations and systems. A review of the literature revealed a gap in knowledge related to the evaluation of the impact of the DNP program on the graduate DNP’s nursing practice. Redman, Pressler, Furspan and Potempa (2014) evaluated the number of articles that were authored or co-authored by DNP’s as a reflection of scholarship with DNP nurses. Eleven thousand five hundred seventy five DNP students were enrolled in programs as of 2012, with 690 articles identified as being authored/co-authored by DNPs [4]. Half of the articles focused on practice, while the other articles examined issues of health care safety, education, and leadership [4]. Redman et al (2014) identified one method of analysis related to the contribution of the DNP on nursing scholarship. As more universities graduate the doctor of nursing practice scholar, the impact of the scholarship of practice of those graduates will highlight the importance of the degree and the far-reaching effects it will have on the future of nursing. In order to evaluate the comprehensive impact of the degree on DNP graduates, inclusive of the mission embedded in the DNP essentials, a methodology for evaluation of the process and the follow up achievements of the students is needed. This article provides a rubric for conducting both process and outcome evaluations of post master’s DNP programs, based on the framework of the Boyer Model of scholarship. The Boyer Model (1998) has been broadly applied to nursing, and is used as the definition of scholarship by the American Association of Colleges of Nursing [5,6]. The AACN has identified the scholarship of discovery to include empirical research, historical research, and development of theory, methodological studies and philosophical inquiry [6]. The scholarship of teaching/understanding, defined by AACN, includes discipline or specialty specific knowledge application in teaching and learning, innovation in teaching and evaluation, program development and role modeling in the profession. The scholarship of application, referred to as the scholarship of practice by the AACN identifies practice roles where clinical expertise is required and is demonstrated through the application of nursing into care delivery models, strategies, and evaluation of patient care outcomes. The AACN defines the scholarship of integration as looking at data in a larger way that connects ideas and illuminates it in new ways [6]. The AACN taskforce on defining standards for the scholarship of nursing provided this framework for the evaluation purpose of all nursing programs in institutions of higher learning [6,7]. This article will focus in only on the Post Master’s DNP program, evaluating process and outcomes using the Boyer Model Lens.