https://www.selleckchem.com/products/Sunitinib-Malate-(Sutent).html This thematic analysis study examined how post master's Doctor of Nursing Practice (DNP) students described personal and professional growth in their views of self, healthcare, and clinical practice that evolved as a result of the curriculum and experiences in the DNP program. The purpose of this thematic analysis was to describe and discuss perceptions of graduating post master's DNP students regarding personal and professional development that occurred during the DNP program to identify how DNP graduates saw themselves change and grow during the course of the DNP program. A thematic analysis method was used to code, categorize, and summarize data from 42 reflection papers of post master's DNP students into a thematic framework based on the eight DNP Essentials which are the framework upon which DNP programs build their curriculum and design student experiences. The authors systematically analyzed the statements from each student paper and drew interpretation of the students' statements into themes thatheir personal and professional development. These dimensions are proposed in the new DNP Essentials currently in development. Increasing understanding of the DNP students' journey serves to inform DNP curriculum development and program experiences, and informs faculty of the influence they have on molding students into a more robust professional role. The nurse faculty shortage is a well-documented problem. The future workforce is dependent upon qualified faculty who desire to teach students. The purpose was to explore the relationship between nurse faculty life balance and quality of life. A cross-sectional study was conducted through surveying nurse faculty (N=108). The Life Balance Inventory measured health, relationships, identity, challenge/interest, and activities of daily living with scores ranging from 1 (unbalanced) to 3 (very balanced). The Professional Quality of Life scale measured compas