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A Profile of U.S. Nursing Faculty in Research‐ and Practice‐Focused Doctoral Education
Author(s) -
Smeltzer Suzanne C.,
ShartsHopko Nancy C.,
Cantrell Mary Ann,
Heverly Mary Ann,
Nthenge Serah,
Jenkinson Amanda
Publication year - 2015
Publication title -
journal of nursing scholarship
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.009
H-Index - 80
eISSN - 1547-5069
pISSN - 1527-6546
DOI - 10.1111/jnu.12123
Subject(s) - scholarship , medical education , descriptive statistics , doctor of nursing practice , health care , relevance (law) , faculty development , nursing , nurse education , quality (philosophy) , psychology , medicine , professional development , political science , philosophy , statistics , mathematics , epistemology , law
Purpose This study, which is part of a larger project, was conducted to profile the nursing faculty in the United States teaching in PhD and DNP programs. Design This is a descriptive study. A sample of 554 nursing faculty who teach in PhD and DNP programs was recruited by email solicitation to represent all geographic regions of the United States. Data were collected from November 2013 through January 2014 using an online survey instrument. Methods The instrument was developed based on results of review of the literature and of focus groups of doctoral faculty (faculty teaching in doctoral programs) to ascertain characteristics of faculty teaching in doctoral programs and of the schools in which they teach. Frequencies and descriptive statistics are reported. Findings Growth in DNP programs has outpaced growth in PhD programs, and DNP graduates have moved into doctoral education in greater numbers than PhD graduates. DNP faculty report less prior experience and current productivity scholarship than faculty in PhD programs only or both types of programs. Conclusions Strategies are needed to ensure that doctoral programs are staffed by faculty who are prepared for doctoral education and the development of nursing science. Clinical Relevance The Institute of Medicine has recommended doubling the number of doctorally prepared nurses in the United States by 2020 to ensure that sufficient numbers of faculty are available to prepare the nursing labor force that is needed for delivery of healthcare services. Nurse scientists are needed to contribute to improvement in patient care quality and safety, and practice leaders are needed to facilitate the translation of research into safe, high‐quality, and cost‐effective care. The landscape of doctoral education in nursing is rapidly changing.