A data-based agenda for doctoral nursing education reform.

Area of Science:

• Nursing Education
• Higher Education Policy

Background:

• Concerns exist regarding the diversity of degree nomenclature and the quality of doctoral nursing programs.
• Nursing leadership must address current educational realities through consensus-driven strategies.

Purpose of the Study:

• To assess the current status of doctoral nursing education in the US.
• To identify necessary leadership initiatives for program definition, scope, and resource allocation.

Main Methods:

• A mailed survey with a 63.4% response rate was employed.
• A comprehensive review of all US doctoral nursing program websites was conducted.
• Data were collected on 87 doctoral nursing programs, including degree specifics and institutional factors.

Main Results:

• The Doctor of Philosophy (PhD) was the predominant degree title (71 programs).
• Degree titles lacked consistent correlation with program requirements (e.g., dissertations, practica) or stated objectives.
• Faculty rank and research experience indicated potential fiscal and educational risks to program integrity in numerous institutions.

Conclusions:

• While individual institutions should enhance educational quality, a unified approach across all doctoral programs is essential.
• Five actionable recommendations are proposed to address identified challenges in doctoral nursing education.