期刊
NURSING SCIENCE QUARTERLY
卷 33, 期 3, 页码 217-221出版社
SAGE PUBLICATIONS INC
DOI: 10.1177/0894318420925052
关键词
DNP; doctoral education; nursing education; PhD; teaching-learning
类别
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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