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American Association of Colleges of Nursing

July 20th, 2012

Identifying Barriers and Facilitators to Nurse Faculty Careers

Principal Investigator: Geraldine (Polly) Bednash, PhD

This grantee research team will conduct a national study of doctoral students in nursing to identify barriers and facilitators to seeking a faculty position. A survey of a random sample of 3,000 DNP and PhD students will address several domains of potential factors associated with career choice, including previous work experiences, research and learning experiences, preparation for teaching during doctoral education, current financial issues and future salary expectations, perceptions of faculty roles and supports, and the attractiveness of non-faculty nursing roles and opportunities. Supplementing the survey effort, a salary study will compare compensation of nurses in faculty positions and in practice roles. Findings will be disseminated through AACN’s extensive network of communications vehicles

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Indiana University School of Nursing

July 20th, 2012

Exploring the State of Doctoral Education: Implications for the Nursing Faculty Shortage

Principal Investigator: Kristina Dreifuerst, PhD

This study seeks a clearer understanding of stages of decision-making leading to a career in nursing education: decisions of MSN-prepared nurse educators to seek a doctoral degree, factors distinguishing decisions of doctoral students to seek a PhD as compared to a DNP degree, decisions of doctoral students to seek a faculty position, satisfaction of recent doctoral graduates with academic and/or practice roles, and intentions of recent graduates to stay in their current roles. Qualitative interviews will inform surveys of representative samples of 300 masters-prepared nurses in faculty roles, 150 current PhD and DNP students, and 150 recent PhD and DNP graduates. The research team will also conduct in-depth interviews with a systematic sample of 30 subjects as a means to expand understanding of the survey findings. Findings will be used to develop strategies for increasing doctoral enrollment as well as numbers of graduates who seek and are retained in faculty roles.

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University of North Carolina at Chapel Hill School of Nursing

July 20th, 2012

Hiring Practices and Intentions of Directors of Nursing Programs Related to DNP and PhD-prepared Faculty

Principal Investigator: Mary Lynn, Ph.D.

This grantee team will study the hiring practices and intentions of deans and directors of nursing programs with regard to DNP- versus PhD-prepared nurses. The researchers will survey deans or directors of half the nation’s nursing schools and programs in order to yield responses to questions addressing hiring intentions, perspectives on the distinctive and common capacities of DNP- and PhD-prepared faculty members to fulfill key roles in nursing education, and the mechanisms that schools employ to integrate DNP- as well as PhD-prepared faculty members in the program. Development of the survey questionnaire will be informed by interviews with 40 systematically selected deans and directors. Findings will be disseminated broadly at key national conferences and in peer-reviewed journals.

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Villanova University College of Nursing

July 20th, 2012

The Effect of Teaching Demands on Research Productivity of Doctoral Program Faculty

Principal Investigator: Suzanne Smeltzer, EdD

This study examines the relationship between the demands of teaching doctoral students and the research productivity among doctorally-prepared nurse faculty. The project team will examine the research productivity and scholarship of faculty teaching doctoral students, perceptions of the impact of doctoral teaching on productivity, strategies employed to maintain productivity, and assessment of work-life balance and its consequences for research productivity. The researchers will conduct a survey of a representative sample of faculty members teaching in PhD and DNP programs. Findings from several focus group interviews, structured to elicit views of doctoral faculty around the country, will inform the content of the survey. Dissemination activities will include presentations at conferences, peer-reviewed journal articles, and social media.

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University of Wisconsin-Madison School of Nursing

July 20th, 2012

Building a New Cadre of Nursing Faculty

Principal Investigator: Nadine Nehls, PhD

This project team seeks to generate insights into the prospects for early-entry doctoral programs (admitting pre-baccalaureate students and recent graduates) to increase the number and productivity of future nurse faculty. A case study will compare early-entry, mid-entry, and late-entry doctoral students enrolled at the University of Wisconsin-Madison School of Nursing to identify distinctive decision-making processes and to document differences in productivity, rates of academic progression, and pursuit of faculty positions. In-depth interviews with students (targeting the entire population) will provide the major source of data (e.g., identifying influences on entering a doctoral program, previous related experiences, other career and educational options considered, financial considerations, career aspirations, intent to join a nurse faculty, reasons for withdrawing from the doctoral program); another prime source of data will be the School’s student records (e.g., on academic progression, demographic characteristics, academic and research performance). Qualitative and quantitative analyses will produce findings that will be widely disseminated among members of the nursing academic community, nursing students, and policy-makers.

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