Patricia Reid Ponte1, Patrice K Nicholas2. 1. Theta-at-Large, Chief Nursing Officer, SrVP, Patient Care Services, Dana-Farber Cancer Center, and Executive Director, Oncology Nursing & Clinical Services, Brigham & Women's Hospital, Dana-Farber Cancer Institute, Boston, MA, USA. 2. Theta-at-Large, Epsilon Beta, Upsilon Lamda, Director of Global Health and Academic Partnerships, Brigham & Women's Hospital, Senior Nurse Scientist, Division of Global Health Equity and Center for Nursing Excellence, and Professor, MGH Institute of Health Professions School of Nursing, Boston, MA, USA.
Abstract
PURPOSE: This article examines the evolution of Doctor of Nursing Science (DNS or DNSc) and Doctor of Science in Nursing (DSN) degrees, including their emergence as research-intensive doctoral degrees in the 1960s, efforts to distinguish the degrees from the Doctor of Philosophy (PhD) and Doctor of Nursing Practice (DNP) degrees, the recent decline in program numbers, and implications for degree holders. APPROACH: The article reviews the U.S. history of doctoral education in nursing, research examining similarities and differences between the PhD and DNS, DNSc, or DSN degrees, and how the DNS, DNSc, or DSN degree differs from DNP programs. The article also examines the confusion regarding the focus of the DNS, DNSc, or DSN degree among nurses, patients, and potential funders; and describes actions taken by universities to address the confusion, with examples provided by academic deans, nurse leaders, and nurse researchers. FINDINGS: Longstanding confusion about the research merits of the DNS, DNSc, or DSN degree, and the growing prominence of the similarly-titled DNP degree, has created confusion about the focus of DNS, DNSc, or DSN programs and the capabilities of degree holders. Many universities have addressed this confusion by converting their DNS, DNSc, and DSN programs to a PhD or retroactively converting degrees to a PhD. Other universities have chosen not to pursue this route. CONCLUSIONS: The DNS, DNSc, or DSN experience highlights the importance of clarifying and standardizing the purpose and goals of nursing education programs and the repercussions for degree holders when such clarity is lacking. The international academic nursing communities have consistently pursued one doctoral-level nursing degree and therefore have not shared this challenging landscape in nursing education. CLINICAL RELEVANCE: Findings and recommendations presented in this article have implications for schools of nursing and professional groups that oversee the development of educational programs and pathways for nurses.
PURPOSE: This article examines the evolution of Doctor of Nursing Science (DNS or DNSc) and Doctor of Science in Nursing (DSN) degrees, including their emergence as research-intensive doctoral degrees in the 1960s, efforts to distinguish the degrees from the Doctor of Philosophy (PhD) and Doctor of Nursing Practice (DNP) degrees, the recent decline in program numbers, and implications for degree holders. APPROACH: The article reviews the U.S. history of doctoral education in nursing, research examining similarities and differences between the PhD and DNS, DNSc, or DSN degrees, and how the DNS, DNSc, or DSN degree differs from DNP programs. The article also examines the confusion regarding the focus of the DNS, DNSc, or DSN degree among nurses, patients, and potential funders; and describes actions taken by universities to address the confusion, with examples provided by academic deans, nurse leaders, and nurse researchers. FINDINGS: Longstanding confusion about the research merits of the DNS, DNSc, or DSN degree, and the growing prominence of the similarly-titled DNP degree, has created confusion about the focus of DNS, DNSc, or DSN programs and the capabilities of degree holders. Many universities have addressed this confusion by converting their DNS, DNSc, and DSN programs to a PhD or retroactively converting degrees to a PhD. Other universities have chosen not to pursue this route. CONCLUSIONS: The DNS, DNSc, or DSN experience highlights the importance of clarifying and standardizing the purpose and goals of nursing education programs and the repercussions for degree holders when such clarity is lacking. The international academic nursing communities have consistently pursued one doctoral-level nursing degree and therefore have not shared this challenging landscape in nursing education. CLINICAL RELEVANCE: Findings and recommendations presented in this article have implications for schools of nursing and professional groups that oversee the development of educational programs and pathways for nurses.
Keywords:
Doctor of Nursing Practice (DNP); Doctor of Nursing Science (DNS/DNSc); Doctor of Philosophy (PhD); Doctor of Science in Nursing (DSN); doctoral education; nursing education; nursing research
Authors: Paula V Nersesian; Laura E Starbird; Damali M Wilson; Christina X Marea; Melissa K Uveges; Scott Seung W Choi; Sarah L Szanton; Maan Isabella Cajita Journal: J Prof Nurs Date: 2019-04-15 Impact factor: 2.104