7: THE ROLE OF THE EDUCATOR ■ 185The AACN (2012) also recognizes that PhD graduates are also prepared for faculty
positions and states: Although a doctorate is the appropriate degree for a faculty role,
the DNP program is not designed to prepare educators per se, any more than a PhD
does. Graduates from all doctoral programs (PhD or DNP) who wish to be educators
should have additional preparation that adds pedagogical skills to their base of clinical
practice (p. 1).
The additional course work proposed to supplement DNP and PhD graduates in
the realm of nursing education can be attained as a post- master’s certificate. The num-
ber of courses for school- sponsored nurse educator majors/ minors/ certificates varies
greatly, as does the content. Due to the fact that large numbers of DNP- prepared gradu-
ates are teaching in academic and clinical organizations as well as many PhD- prepared
graduates, “additional preparation in the science of pedagogy” should be a mandatory
minor for all nursing doctorate degrees.
The next section includes a description of several post- master’s educational cer-
tificate programs to demonstrate the variety of education being afforded to both DNP
and PhD graduates.
In sum, both organizations, the AACN and NLN, recognize that a graduate degree
alone is not a sufficient qualification for a nurse educator. Both organizations send less
conflicting messages than they did initially. Clearly, the DNP graduate is defined as the
expert in nursing practice, whereas the PhD graduate is the expert in nursing research.
Experts in nursing education have not been provided with a clearly assigned degree,
number of courses, content of courses, or experiential experience as foundational crite-
ria for the most innately important role in nursing— the nurse educator. With the surge
in undergraduate and graduate nursing programs, who will teach the next generation?
■ NURSING PRACTICE CURRICULA TODAY
The AACN has been a driver for DNP curricular requirements because alignment with
The Essentials of Doctoral Education for Advanced Nursing Practice is necessary for accred-
itation. Although this body does not support the role of the educator as a primary con-
centration, Agger, Oermann, and Lynn (2014) report that more than half (55%) of the
new DNP graduates endeavor to occupy an academic role as an educator. Interestingly,
Melnyk (2013) also purports that individuals who finish DNPs desire roles as educators;
however, the emphasis of most DNP programs is on advanced practice specialization,
not teaching. DNP and PhD education often lacks emphasis on teaching except for spe-
cific areas related to teaching and learning principles regarding patient teaching for
DNPs. The AACN (2006) indicates that DNP graduates are expected to pursue practice
leadership roles in a variety of settings such as leading quality initiatives, holding exec-
utive status in health care corporations, taking on director positions within clinical pro-
grams, and landing faculty positions accountable for implementing clinical programs
and clinical teaching. Moreover, Danzey et al. (2011) report that some DNP- prepared
professionals view themselves as educators and hold academic leadership roles, includ-
ing dean- or director- level positions.
Undeniably, what is needed and desired by many DNP- as well as PHD- prepared
professionals and what is being stipulated by an organizing body for DNPs do not con-
form. Given the nature of this issue, the faculty members, irrespective of the highest
degree granted, ought to be equipped with proper skills for teaching and garner pro-
ficiencies to effectively fulfill their roles. Clearly, when teaching- focused courses have
not been successfully completed in their graduate studies, new faculty members will