Determinants for effective collaboration among DNP- and PhD-prepared faculty.

Area of Science:

• Nursing Education
• Academic Collaboration
• Doctoral Nursing Programs

Background:

• Uncertainty exists regarding collaborative dynamics between Doctor of Nursing Practice (DNP) and Doctor of Philosophy (PhD) prepared nursing faculty.
• Effective collaboration is crucial for the advancement of nursing as a discipline.

Purpose of the Study:

• To explore the attitudes and determinants influencing effective collaboration among doctoral-prepared nursing faculty.
• To identify factors that promote or hinder collaboration between DNP and PhD faculty.

Main Methods:

• Qualitative study utilizing focus groups with doctoral nursing faculty from DNP and/or PhD programs.
• Content analysis of transcribed data using Kruger and Casey methods to identify themes.
• Exploration of interpersonal, organizational, and systemic determinants of collaboration.

Main Results:

• Five key themes emerged: lack of understanding of the DNP role, confusion regarding research, perceived opportunities for collaboration, insufficient structural support, and the impact of personal characteristics and attitudes.
• Faculty highlighted both positive and negative influences on collaboration from interpersonal relationships, organizational structures, and systemic factors.
• A significant finding was the limited understanding of the DNP role and its alignment with research endeavors.

Conclusions:

• Interpersonal, organizational, and systemic factors significantly influence collaboration among DNP and PhD faculty.
• Addressing the identified themes, such as clarifying roles and enhancing structural support, is essential for fostering effective collaboration.
• Further research and strategic initiatives are needed to optimize collaborative efforts for the advancement of the nursing profession.