Current Perceptions: The DNP-PhD Divide

Abstract

Background: Doctor of Nursing Practice (DNP) and PhD degrees are terminal degrees in nursing, yet they differ in preparation and intended purpose. Perceptions of DNP- and PhD-prepared faculty, staff, and administrators regarding DNP/PhD teaching roles, research expectations, and attitudes toward collaboration are poorly understood.

Objective: This mixed-method study sought to identify current perceptions related to collaboration and utilization of DNP- and PhD-prepared faculty, staff, and administrators.

Methods: Quantitative survey responses were obtained from 55 DNP- or PhD-prepared individuals, followed by qualitative interviews of eight participants.

Results: Qualitative findings identified DNP-PhD division, lack of collaboration, and sub-optimal utilization of DNP and PhD individuals. Significant quantitative findings identified perceptions that increased collaboration would enhance student learning and increase research success.

Conclusions: Administrators should make organizational changes that break down barriers between DNP- and PhD-prepared faculty, staff, and administrators.

Implications for nursing: University administrators can optimize student success by finding ways to bridge the divide between DNP- and PhD-prepared faculty, staff, and administrators.

Keywords: DNP roles; PhD roles; collaboration; perceptions.