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Current Perceptions: The DNP-PhD Divide.

Bonnie L Nickasch1, Michelle M Lehr2, Bonnie Schmidt2

  • 1University of Wisconsin Oshkosh, Oshkosh, Wisconsin nickascb@uwosh.edu.

Journal of Doctoral Nursing Practice
|August 4, 2020
PubMed
Summary

Bridging the divide between Doctor of Nursing Practice (DNP) and PhD-prepared nursing faculty is crucial. Enhanced collaboration improves student learning and research success, benefiting academic institutions.

Keywords:
DNP rolesPhD rolescollaborationperceptions

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Area of Science:

  • Nursing Education
  • Academic Administration
  • Faculty Development

Background:

  • Doctor of Nursing Practice (DNP) and PhD are terminal nursing degrees with distinct purposes.
  • Understanding faculty, staff, and administrator perceptions of DNP/PhD roles is limited.

Purpose of the Study:

  • To explore perceptions of collaboration and utilization of DNP- and PhD-prepared nursing faculty.
  • To identify barriers and facilitators to inter-degree collaboration in nursing academia.

Main Methods:

  • Mixed-methods approach combining quantitative surveys and qualitative interviews.
  • Survey data from 55 DNP/PhD-prepared individuals.
  • In-depth interviews with 8 participants.

Main Results:

  • Qualitative data revealed DNP-PhD division, limited collaboration, and underutilization.
  • Quantitative findings indicated that increased collaboration enhances student learning.
  • Collaboration was perceived to increase research success.

Conclusions:

  • Organizational changes are needed to dismantle barriers between DNP and PhD faculty.
  • University administrators can foster student success by bridging the DNP-PhD faculty divide.