The American Association of Colleges of Nursing (AACN) acknowledges two terminal degrees in nursing, the practice-focused Doctor of Nursing Practice (DNP) and the research-focused Doctor of Philosophy (PhD) (AACN, 2006). Aligned with the Institute of Medicine recommendation to double the number of nurses with a doctorate by 2020, DNP program enrollment has experienced a 752% increase from 2008 to 2017 (AACN, 2018). Conversely, enrollment in PhD programs has declined 9.4% since 2014 (AACN, 2018).
Doctoral preparation is a requirement for many nursing faculty positions and graduates of both research and practice doctoral programs pursue careers in academia (AACN, 2017a). While DNP and PhD programs do not exclusively prepare graduates for careers in academia, graduates are poised to close gaps in practice, education, and research (AACN, 2006; National League for Nursing [NLN], 2018). Recognizing the value and expertise doctoral preparation affords faculty to advance nursing science, the NLN supports doctoral preparation for academic nurse educators and has established eight Core Competencies (2018). As the number of DNP graduates surpasses the number of PhD graduates each year, a disproportionate ratio of DNP- and PhD-prepared nurses seeking faculty positions has emerged (AACN, 2017b).
Faculty promotion and tenure requirements at colleges and universities historically require an earned doctorate and demonstrated success in each aspect of the tripartite faculty role, inclusive of teaching, scholarship, and service. Prior research demonstrates higher levels of perceived competence among doctorally prepared nursing faculty (Louie, 2015; Louma, 2013). Inherent differences between DNP and PhD preparation has resulted in a need to examine the capabilities and skill acquisition of nurse educators with research and practice doctorates. However, this has not been reported in the literature.
The purpose of this descriptive, correlational study is to examine the influence of doctoral degree preparation on full-time academic nurse educator perceived competence and skill acquisition of the NLN Core Competencies. Selected personal and professional characteristics and their influence on the perceived competence of the NLN Core Competencies will be explored.
Methods:
This study will utilize a randomized sample of AACN member schools to survey full-time academic nurse educators with practice- and research-focused doctoral degrees.
Results:
Current work in progress. To be reported on the poster once the study is completed.
Conclusion:
The results of this study will a fill a critical gap in the available literature while identifying professional development and collaboration opportunities for faculty. Without identifying the competence and skill acquisition of doctorally prepared nurse educators, the discipline is at risk of uncoordinated efforts to advance the science of nursing education. Finally, this study will support future research related to doctoral preparation of academic nurse educators with doctorates in non-nursing disciplines.