258 ■ III: ROLE FUNCTIONS OF DOCTORAL ADVANCED NURSING PRACTICE
( N = 269) now outnumbers PhD programs ( N = 134); DNP enrollments ( N = 18,352) now
outnumber PhD enrollments ( N = 5,290); and the number of annual DNP graduations
( N = 3,065) now exceeds PhD graduations ( N = 743; AACN , 2015a, 2015b).
This doctoral enrollment and graduation trend data can neither be ignored nor
marginalized. Even the data on DNPs employed full time in academic warrant more
attention from the AACN/ Commission of Collegiate Nursing Education (CCNE)
beyond their current argument that both DNPs and PhDs need to acquire teaching ped-
agogy preparation for the academic role. The inequity, however, is that the PhD stu-
dents are normally expected (particularly in PhD in nursing/ nursing science programs
because these graduates largely do enter academia) to include education content in their
degree program and/ or as part of a graduate assistantship but DNP programs have sent
very mixed messages about the appropriateness of education courses. Quoting from the
AACN 2006 essentials, “This additional preparation [‘preparation in the science of ped-
agogy’] may occur in formal course work during the DNP program” (p. 7). However,
the next paragraph states “This preparation is in addition to that required for their area
of specialized nursing practice” (AACN, 2006, p. 7). In the AACN’s new white paper on
the DNP (2015d), it reaffirms, “Additional preparation in the nurse educator role may
be included as optional coursework within the DNP program” (p. 7). Further compli-
cating the continuing, lack of consensus on this subject in the profession, the two other
nursing accrediting agencies, Accreditation Commission for Education in Nursing and
the National League for Nursing’s Commission for Nursing Education^1 do support a
DNP degree that specifically prepares the nurse educator and recognizes the master’s-
prepared nurse educator as an advanced practice nursing role.
Some nursing leaders would argue that the DNP is the right terminal degree for
a nurse in practice. Although some speculate that the DNP degree is drawing new
nurses to doctoral education, others contend that the DNP is drawing nurses away from
research careers (Terhaar, Taylor, & Sylvia, 2016). Based on these trends, there is ongo-
ing concern whether the senior faculty replacements for research- focused doctoral pro-
grams can actually be replaced with the current pipeline of prospective faculty (Dreher
& Rundio, 2013). With the DNP currently being operationalized as a mostly non- research
doctorate, this development has enormous implications for our disciplinary knowledge
development. The lack of education- focused curricula in DNP programs has significant
implications for DNP graduates assuming faculty roles.
Finally, the central question this survey sought to answer is: With these dramatic
shifts occurring in graduate nursing education, particularly doctoral education, what
is the current quality of life for the average nursing faculty member who has a doc-
toral appointment or who supervises doctoral students even if they are not currently
teaching in a DNP or PhD program? As mentioned, few studies have focused on doc-
toral nursing faculty experiences. However, there have been other formal attempts to
gather this kind of data among nursing faculty at large. For instance, a 2004 survey of
nursing faculty in Minnesota ( N = 298; 54% response rate) reported that only 44% had
confidence in nursing’s general direction (Disch, Edwardson, & Adwan, 2004). Smeltzer
et al. (2015) examined work– life balance issues as self- identified by 554 doctoral pro-
gram faculty teaching in research- focused and practice- focused doctoral programs.
Work– life balance mean score was 3.48 with a range of 1 to 7, with lower scores signify-
ing better work– life balance. Factors associated with good work– life balance include
higher academic rank, tenure, older age, years in education, current faculty position,
and no involvement in clinical practice. “Faculty involved in clinical practice had poorer
work– life balance. This finding has implications for those who must maintain a clinical
practice as part of their role or to maintain certification” (p. 628). Oermann, Lynn, and
Agger (2016) found similar results related to faculty practice and workload balance.