Document Type

Article

Language

eng

Publication Date

5-2016

Publisher

Elsevier

Source Publication

Journal of Professional Nursing

Source ISSN

8755-7223

Abstract

The purpose of this study was to describe the factors influencing the pursuit and completion of doctoral education by nurses intending to seek or retain faculty roles. Traditionally, doctoral education evolved to focus on the preparation of nurses to conduct scientific research, primarily through the doctor of philosophy programs. Most recently, the doctor of nursing practice degree emerged and was designed for advanced practice nurses to be clinical leaders who translate research into practice and policy. Nurses who pursue doctoral education in order to assume or maintain faculty roles must choose between these degrees if they desire a doctorate within the discipline; however, factors influencing their decisions and the intended outcomes of their choice are not clear. During this study, 548 nurses (current students or recent graduates of doctoral programs) completed a comprehensive survey to generate critical evidence about the factors influencing the choices made. Principal findings are related to the issues of time, money, and program selection. These findings can be used to develop strategies to increase enrollment and, therefore, the number of doctorally prepared faculty who are specifically prepared to excel as nursing faculty.

Comments

Accepted version. Journal of Professional Nursing, Vol. 32, No. 3 (May/June 2016): 202-212. DOI. © 2016 Elsevier. Used with permission.

Kristina Thomas Dreifuerst was affiliated with Indiana University at the time of publication.

Download
dreifuerst_13803acc.docx (68 kB)
ADA Accessible Version

Included in

Nursing Commons

Share

COinS