Description/Overview: The current shortage of nursing faculty and anticipated worsening of that shortage with the anticipated retirement of large numbers of nursing faculty in the next few years have resulted in the proliferation of doctoral programs in nursing. As the nursing faculty shortage has worsened and faculty members workload has increased, the need for faculty to maintain research and scholarship in order to contribute to nursing science and the health of the nation may be compromised. The purpose of this symposium is to report on the results of a national study funded by the Robert Wood Johnson Foundation’s Evaluating Innovation in Nursing (EIN) program to examine the research and scholarship productivity and work-life balance (WLB) of nursing faculty who teach and mentor doctoral students. The presentations are organized by the research aims of the larger study. The three studies examine different facets of the overall symposium theme. The related presentations will comprise the symposium and will address key issues found in this mixed-method study of a national, representative sample of faculty who teach and mentor PhD, DNP, or both PhD and DNP students. The collective findings of the study demonstrate that strategies are needed to ensure that doctoral program faculty are prepared to teach and mentor doctoral students and other nursing students while fulfilling their own research goals and their institutions’ and the nursing profession’s expectations to contribute to nursing science and to the nation’s health. The framework that underlies the study identifies the competing demands on doctoral faculty and is used to identify potential strategies to address the issues identified in the study. The anticipated retirement of senior nursing faculty engaged in research and teaching at the doctoral level in the near future increases the urgency of identifying strategies to address the competing demands on doctoral program faculty in nursing.