Document Type
Article
Publication Title
Journal of Professional Nursing
Abstract
Doctor of Philosophy (PhD) and Doctor of Nursing Practice (DNP) pathways offer distinct yet complementary approaches to nursing education and research that, when combined, can advance knowledge of nursing science among undergraduate students. Previous studies on DNP- and PhD-prepared nurse collaborations have focused on graduate students and faculty efforts to address practice needs together. However, there is minimal current literature that discusses this collaboration among undergraduate faculty. The purpose of this article is to present a case study of teaching an undergraduate nursing research course supported by the collaboration of DNP- and PhD-prepared faculty. In a revised undergraduate research course, a PhD-prepared faculty focused on components of quality research, while a DNP-prepared faculty emphasized evidence-based practice (EBP) and clinical guidelines. Interactive teaching methods facilitated student engagement and comprehension. Students reported an increased understanding of research components and the application of EBP principles in nursing practice. By incorporating DNP- and PhD-prepared faculty perspectives, nursing students reported an understanding of research and its relevance to their future practice. This approach offers a model for future curriculum development in undergraduate nursing programs by incorporating DNP- and PhD-prepared faculty perspectives.
First Page
28
Last Page
31
DOI
10.1016/j.profnurs.2025.06.004
Publication Date
6-23-2025
Recommended Citation
Klamm, Melissa M.; Andries, Chelsey; and Cherry, Meagan, "Collaboration of DNP- and PhD-prepared faculty in an undergraduate nursing research course: Leaning on each other's strengths" (2025). Faculty Publication. 2.
https://digitalcollections.umc.edu/sonfac_pub/2
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
