OVERCOMING THE TENSION: BUILDING EFFECTIVE DNP-PHD FACULTY TEAMS

A shift in terminal degrees held by nursing faculty is occurring as the number of doctor of nursing practice graduates continues to rise. This change has resulted in some uncertainty and tension. At the same time, there is a pressing need for collaboration among doctoral-prepared nurse leaders to improve care and outcomes for the population. An intellectual community that nurtures learning for all members serves as a blueprint for moving toward a professoriate that engages both doctor of nursing practice- and doctor of philosophy-prepared faculty and enhances scholarly activities, research, and teaching productivity. Although this may seem like an intangible concept, strategic steps can be instituted to promote positive relationships and transform the academic culture into an environment that fosters a vibrant intellectual life for all faculty members. Therefore, the purpose of this article is to propose that doctoral faculty embrace a transformational change to promote a community of scholars who serve as stewards of the discipline. Specific strategies for transforming the culture and building an intellectual community are described.