Current Perceptions: The DNP–PhD Divide

Background: Doctor of Nursing Practice (DNP) and PhD degrees are terminal degrees in nursing, yet they differ in preparation and intended purpose. Perceptions of DNP- and PhD-prepared faculty, staff, and administrators regarding DNP/PhD teaching roles, research expectations, and attitudes toward collaboration are poorly understood. Objective: This mixed-method study sought to identify current perceptions related to collaboration and utilization of DNP- and PhD-prepared faculty, staff, and administrators. Methods: Quantitative survey responses were obtained from 55 DNP- or PhD-prepared individuals, followed by qualitative interviews of eight participants. Results: Qualitative findings identified DNP–PhD division, lack of collaboration, and sub-optimal utilization of DNP and PhD individuals. Significant quantitative findings identified perceptions that increased collaboration would enhance student learning and increase research success. Conclusions: Administrators should make organizational changes that break down barriers between DNP- and PhD-prepared faculty, staff, and administrators. Implications for Nursing: University administrators can optimize student success by finding ways to bridge the divide between DNP- and PhD-prepared faculty, staff, and administrators.