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Updated: May 5, 2026
Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Support for doctor of nursing practice faculty scholarship: A systematic scoping review
Jayne Jennings Dunlap1, Julee Waldrop2, Nadine Bonds-Bishop3
1Nelda C. Stark College of Nursing, Texas Woman's University, Houston, TX.
Background:
Rapid enrollment in Doctor of Nursing Practice (DNP) programs has resulted in an urgent need for increased access to resources that promote scholarship and professional development of DNP-prepared faculty who are entering academia to teach nurses at all levels.
Purpose:
To provide an overview of the current state of support and opportunities to enhance scholarship among DNP-prepared nurse faculty.
Methods:
A systematic scoping review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) Guidelines. Five databases were searched for reports that presented evidence to promote professional success, advancement in rank, and development of DNP-prepared faculty.
Discussion:
Findings suggest an urgent need for structured support for DNP-prepared faculty engagement in scholarship, including formal mentoring, focused faculty development, and administrative and financial support.
Conclusion:
There is limited evidence to support DNP-prepared faculty scholarship. Increased efforts are needed, and their dissemination could positively impact leadership, policy, and practice in the profession.
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