Journal
NURSING SCIENCE QUARTERLY
Volume 33, Issue 3, Pages 217-221Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/0894318420925052
Keywords
DNP; doctoral education; nursing education; PhD; teaching-learning
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With the inception of the Doctor of Nursing Practice (DNP) as the designated practice doctorate in nursing and ultimate acceptance of the DNP as a terminal degree in nursing by professional nursing organizations, questions have arisen about the implications for faculty appointment in the teaching-learning in nursing. Following a brief discussion of the background of the DNP and recent trends in academic nursing programs, a challenge is presented to nurse faculty and administrators to consider carefully the illuminated critical issues and concerns in planning for the future of teaching-learning in nursing.
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