Abstract
Objective A shortage of doctorally prepared nursing educators is a significant challenge for Canadian undergraduate nursing education. Given the propensity for Canadian nurses to pursue doctoral education in the United States of America (USA), coupled with the extant nursing faculty shortages, the emergence of the American Doctor of Nursing Practice (DNP) degree is a potential alternative to the traditional PhD degree. The aim of this modified e-Delphi study is to explore perceptions of this degree as educational preparation for a faculty role. To this end, the research questions explore the key attributes in the selection of nursing faculty, the impact of tenure and promotion on faculty possessing practice-based terminal degrees, and the potential academic role for DNP-prepared faculty within the Canadian context. Results The findings suggest that research ability is an essential attribute for a faculty role, especially in a university setting, because of the emphasis placed on it within systems of tenure. An unexpected finding is the desire to recognize alternate forms of scholarship within systems of tenure. The participants also expressed that DNP-prepared faculty are suited to teaching track positions. On this basis, further research should be undertaken to expand on the findings of this exploratory study.
A Modified Decision Making e-Delphi Study of Canadian Schools of Nursing Academic Leaders’ Perceptions of the Doctor of Nursing Practice (DNP) Degree as Educational Preparation for Nursing Faculty