Document Type

Article

Language

eng

Publication Date

7-8-2019

Publisher

Wolters Kluwer Health, Inc.

Source Publication

Nurse Educator

Source ISSN

0363-3624

Abstract

Background

Despite increased enrollment in doctoral programs and the encouraging numbers of graduates intending to pursue faculty positions, lack of adequate preparedness to assume the faculty role may adversely impact retention and consequently undermine efforts to reduce the shortage.

Purpose

Understanding doctoral nursing students’ and recent graduates’ expectations of their educational experience related to preparation for an academic career is needed to inform curricular revisions and advise guidance to ensure role readiness.

Methods

A secondary analysis of 24 interviews with current PhD and doctor of nursing practice (DNP) students and recent graduates from both degree programs was performed to gain a deeper understanding of expectations and perceptions of doctoral education.

Results

Two themes emerged: (1) met and unmet expectations of programs and (2) equivocal preparation for teaching.

Conclusions

PhD and DNP curricula should include coursework on teaching, as well as research, to prepare graduates for faculty roles.

Comments

Accepted version. Nurse Educator, Vol. 44, No. 4 (July 8, 2019): 202-206. DOI. © 2019 Wolters Kluwer Health, Inc. Used with permission.

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