Overcoming the Tension: Building Effective DNP-PhD Faculty Teams

Area of Science:

• Nursing Education
• Academic Leadership
• Doctoral Studies

Background:

• A growing number of Doctor of Nursing Practice (DNP) graduates are entering academia.
• This demographic shift among nursing faculty has introduced uncertainty and tension within academic environments.
• There is a critical need for collaboration among doctoral-prepared nurse leaders to advance patient care and population health outcomes.

Purpose of the Study:

• To propose a transformational change for doctoral nursing faculty.
• To advocate for the creation of an intellectual community that supports all faculty members.
• To foster a collaborative environment that enhances scholarly activities, research, and teaching productivity.

Main Methods:

• The article proposes embracing transformational change to cultivate a community of scholars.
• It outlines strategic steps to foster positive relationships among faculty.
• Strategies focus on transforming academic culture to support a vibrant intellectual life.

Main Results:

• The proposed intellectual community aims to nurture learning for all members.
• It serves as a blueprint for a professoriate that integrates Doctor of Nursing Practice (DNP) and Doctor of Philosophy (PhD) prepared faculty.
• The initiative seeks to enhance scholarly activities, research, and teaching productivity.

Conclusions:

• Doctoral nursing faculty are encouraged to adopt transformational change.
• Building an intellectual community is essential for academic progress and collaboration.
• This approach positions faculty as stewards of the nursing discipline, promoting a thriving academic culture.