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.
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About the Author Aaron M. Sebach, PhD, DNP, MBA, AGACNP-BC, FNP-BC, CEN, CPEN, CLNC, CNE, CENcl, SFHM, is associate professor and chair, Doctor of Nursing Practice Program, Wilmington University, New Castle, Delaware. Dr. Sebach acknowledges his dissertation committee chair, Dr. Kristy Chunta, and committee members at Indiana University of Pennsylvania, Dr. Teresa Shellenbarger and Dr. Michele Gerwick, for their expertise. He also acknowledges Sigma Theta Tau's Writing for Publication Academy and Dr. Lois Marshall for assistance in preparing this article. For more information, contact Dr. Sebach at
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