Exploring the Experiences of DNP-Prepared Nurses Enrolled in a DNP-to-PhD Pathway Program

The Institute of Medicine (IOM) reports that less than one percent of nurses in the United States hold a doctoral degree in nursing (2010). Increasing complexities of the healthcare system prompted a recommendation from the IOM to double the number of nurses with a doctoral degree by 2020 (2010). Currently two terminal degrees in nursing have been identified by the American Association of Colleges of Nursing. The Doctor of Nursing Practice (DNP) is a clinically focused practice doctorate whereas the Doctor of Philosophy (PhD) is a research oriented doctorate. Deciding which degree to pursue can be difficult for many nurses, particularly for nurse educators. Both the AACN and the National League for Nurses (NLN) have published position statements supporting doctoral preparation for nurse educators (AACN, 2010; AACN, 2015b; Dreifuerst et al., 2016; NLN, 2013).

Advancement of nursing science and research requires collaboration amongst DNP and PhD-prepared nurses. A small subset of nurse educators have earned both a DNP and PhD, uniquely prepared as expert clinicians and scientists, and are poised to lead innovations in collaborative practice. The AACN recognizes the importance of the dual-role and has identified DNP/PhD combination programs and DNP to PhD pathway programs (AACN, 2015a). Nursing schools nationwide have responded appropriately offering DNP/PhD combination programs and DNP to PhD programs (AACN, 2015a). Despite this growing trend, there is a dearth of literature examining DNP to PhD programs.

DNP-prepared nurses are prepared at the highest level of nursing practice and are equipped with the requisite skills to bridge the gap between research and practice. Yet, within the nursing profession, research and practice are inherently disconnected. There is an immediate need for DNP and PhD-prepared nurses to collaborate to educate futures nurses, conduct original research, and disseminate findings to improve outcomes across the continuum. Nurses with both DNP and PhD degrees are uniquely prepared and are invaluable members of the healthcare community. Recognizing the IOM’s mandate to double the number of doctorally prepared nurses by 2020, this phenomenon must be studied now.

There is a dearth of literature examining DNP/PhD combination and DNP to PhD programs. As these programs continue to expand, nurse educators are in need of both qualitative and quantitative evidence to guide curricular decisions and to facilitate innovative collaborative practice. The results of this descriptive phenomenological study will offer several benefits to the nursing profession. Understanding the lived experience of DNP to PhD students will identify potential barriers that can be minimized by employers and schools of nursing to facilitate enrollment in pathway programs. Additionally, recognizing the inherent differences between DNP and PhD programs from the student perspective will strengthen current DNP to PhD programs by identifying course content that overlaps as well as areas where additional coursework is necessary. Future career goals of DNP to PhD students will also enhance DNP to PhD curricula and will highlight the necessity of pathway programs nationwide. Finally, this study will support future research related to the AACN pathways to PhD education, particularly DNP to PhD pathway programs and DNP/PhD combination programs.