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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
A DNP/PhD dual-degree program to develop nurse clinician-scientists: An evaluation of curricular design and
Jason E Farley1, Kelly Lowensen2, Nezar Salim3
1Center for Infectious Disease and Nursing Innovation (CIDNI), Johns Hopkins University School of Nursing, Baltimore, MD; Johns Hopkins University School of Nursing, Baltimore, MD.
Background:
Enrollment in nursing Doctor of Philosophy (PhD) programs in the United States declined by 4.1% between 2021 and 2022, with an 8.4% drop among private institutions, while Doctor of Nursing Practice (DNP) enrollment increased 10.5%. Contributing factors include time to degree, financial burdens, and lack of integrated clinical-research training pathways.
Purpose:
This initiative aimed to develop and evaluate a dual-degree DNP/PhD clinician-scientist program that accelerates degree completion, reduces educational debt, and prepares nurses with aligned clinical and research expertise.
Methods:
A competency-based curriculum was developed by integrating the DNP and PhD programs at the Johns Hopkins University School of Nursing. Curriculum mapping, epistemological alignment, and faculty collaboration guided program design and implementation.
Discussion:
From 2017 to 2024, 27 of 60 dual-degree applicants were admitted (5.3% acceptance rate of 514 total PhD applicants), with 10 graduates to date. Of these, 60% entered research or hybrid academically based post-doctoral roles, while 40% assumed clinical positions within academic medical centers.
Conclusions:
The DNP/PhD nurse clinician-scientist program offers a scalable, innovative model to cultivate clinician-scientists and address the national shortage of PhD prepared nursing faculty.
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