PMID- 30096114
OWN - NLM
STAT- MEDLINE
DCOM- 20190906
LR  - 20190906
IS  - 1536-5026 (Print)
IS  - 1536-5026 (Linking)
VI  - 39
IP  - 5
DP  - 2018 Sep/Oct
TI  - Exploring the Experiences of DNP-Prepared Nurses Enrolled in a DNP-to-PhD Pathway 
      Program.
PG  - 302-304
LID - 10.1097/01.NEP.0000000000000382 [doi]
AB  - The advancement of the doctor of nursing practice (DNP) degree and the need for 
      nurse researchers with a doctor of philosophy (PhD) has led to significant growth 
      in doctoral nursing education. Some DNP graduates have chosen to pursue a second 
      terminal degree. This descriptive study explored the experiences of students 
      completing a DNP-to-PhD pathway program. Data analysis revealed that DNP-to-PhD 
      students desired acceptance in academia. Implications suggest the need for 
      additional pathway programs, clear communication about program outcomes for both 
      degrees, formal teaching preparation for all nurse educators, and collaborative 
      opportunities for DNP- and PhD-prepared faculty.
FAU - Sebach, Aaron M
AU  - Sebach AM
AD  - About the Authors Aaron M. Sebach, DNP, MBA, AGACNP-BC, FNP-BC, CEN, CPEN, a 
      DNP-to-PhD pathway student at Indiana University of Pennsylvania, Indiana, 
      Pennsylvania, is an assistant professor and chair, Doctor of Nursing Practice 
      Program, Wilmington University College of Health Professions, New Castle, 
      Delaware. Kristy S. Chunta, PhD, RN, ACNS-BC, is a professor, Department of 
      Nursing and Allied Health Professions, Indiana University of Pennsylvania. For 
      more information, contact Dr. Sebach at aaron.m.sebach@wilmu.edu.
FAU - Chunta, Kristy S
AU  - Chunta KS
LA  - eng
PT  - Journal Article
PL  - United States
TA  - Nurs Educ Perspect
JT  - Nursing education perspectives
JID - 101140025
MH  - *Education, Nursing
MH  - *Education, Nursing, Graduate
MH  - Faculty, Nursing
MH  - Humans
MH  - *Physicians
MH  - *Students, Nursing
EDAT- 2018/08/11 06:00
MHDA- 2019/09/07 06:00
CRDT- 2018/08/11 06:00
PHST- 2018/08/11 06:00 [entrez]
PHST- 2018/08/11 06:00 [pubmed]
PHST- 2019/09/07 06:00 [medline]
AID - 00024776-201809000-00009 [pii]
AID - 10.1097/01.NEP.0000000000000382 [doi]
PST - ppublish
SO  - Nurs Educ Perspect. 2018 Sep/Oct;39(5):302-304. doi: 
      10.1097/01.NEP.0000000000000382.