The Lived Experience of the Dually-Doctorally-Prepared Nurse

Nursing education is undergoing transition with the Doctor of Nursing Practice (DNP) and release of the IOM Report. Leaders are recommending increased education for entry to practice, and additional graduate funding. As Advanced Practice Registered Nurses are entering the workforce, it has been recommended that doctoral preparation focused on clinical practice is needed to facilitate collaboration with other professionals, to bring graduate credits in line, and to strengthen the clinician’s skills in leadership, practice, and health policy.

There remains debate about the DNP. Arguments are for and against the practice-focused doctorate as an alternative to a research-focused doctorate – the PhD. Others have written about curricular requirements and implementation strategies related to clinical practice, capstone projects, and program outcomes. Some have examined the DNP from faculty perspectives, or have examined the choice of doctoral degrees, programs of study and practice-scholarship requirements from a student lens. Yet there is a paucity of information about the specific lived experience of the student enrolled in a nursing doctorate program.

Some nurses hold both a research degree and a practice degree. Little is known about these perspectives. But the unique experience of matriculating through both programs may offer useful information for recruitment, curriculum, teaching, and capstone project approaches relevant to understanding the degrees, their articulation, and the educational needs in each program. Such description could also help bridge the gap between the two doctoral programs.

This qualitative study describes the lived experience from students who hold both a research and a practice degree.  Participants completed open ended questions through a technology-enhanced questionnaire and participated in focused group interviews using an interactive webinar approach. Participants were solicited through the deans of doctoral programs, via DNP online forums, and through referrals. Voluntary participation in the study served as informed consent. Approval from the university IRB was obtained.

Data from the questionnaire was analyzed for themes. Themes were presented to participants in focused discussions to begin to build the narrative of the phenomenon of dually-doctorally-prepared nurses.