Barriers

[Janet (Jan)]

Doctor of Nursing Practice (DNP) are increasingly transitioning into roles as nurse educators due to several compelling reasons. First, they bring a wealth of clinical experience and advanced knowledge that can enhance the quality of education for nursing students. Second, there is a significant shortage of nurse educators, and DNPs can fill this gap, helping to educate the next generation of nurses. Lastly, being a nurse educator provides DNPs with the opportunity to shape the future of nursing practice and healthcare policy from an academic perspective.
There are several interpersonal and institutional barriers that I’ve experienced firsthand upon returning to Sage College for my postmasters as a nurse educator and a psychiatric nurse practitioner, after earning my Doctor of Nursing Practice at Stony Brook. I was met with skepticism and a negative demeanor from my former professors, one of whom referred to me condescendingly as “Miss DNP” while they were pursuing their own Doctor of Nursing Science degrees. While I respected their academic pursuits, this attitude felt dismissive and undermined my desire to contribute to the institution.
Despite my eagerness to teach a class, I was offered only clinical rotations. This was disheartening as I felt I had more to offer. I feared that these biases might affect my academic standing negatively, prompting me to take proactive measures. I approached the Dean, presenting my concerns about the curriculum and the potential for unfair grade manipulation.
I was determined to ensure fair treatment and maintain my academic integrity. After voicing my concerns, necessary corrections were made. I managed to graduate on time with the grades I rightfully earned. My journey into teaching was never about financial gain; it was always about the gratification of seeing my students progress and thrive in their careers.
Indeed, the journey to becoming an educator is fraught with challenges, some of which may seem insurmountable. I’ve heard remarks questioning the validity of my qualifications, questioning whether a postmaster’s degree in education is sufficient for teaching. Some even argue that a PhD is necessary to command respect in the academic field. I’ve encountered similar sentiments in job descriptions, such as one at the University of Connecticut, where the qualifications for a full-time professor explicitly require a PhD. I invite others to share their experiences and thoughts on this matter. Does a DNP adequately qualify you for a teaching role? How do we navigate these biases and barriers in academia? Let’s open up this discussion and learn from each other’s experiences.

[Anonymous]

Hello Janet, I am anew DNP FNP student and before entering this program I did not know that I would be able to contribute to academia. DNPs are more then qualified to teach because of the diversity they bring. DNPs bring a different perspective and can help students transition from class to practice. I believe students should have a diverse faculty to learn from as this will only give them more access to many different perspectives. I have not gone through your situation however, my nursing school reached out to my class for updates. I informed them that I was currently in a DNP program and they informed that if I wanted to teach or precept they would love to have me. It made me feel valued and as if I was heading in the right path. I hope to one day pass on my skill and my knowledge. When that time comes I hope to be met with open arms.

[Ellonora]

Hi Janet,
I am an FNP/Doctoral student, and I received comments along the same lines when I decided to apply to the program. A colleague told me that it was a waste of time and that it would be better just to go to medical school. It was very disheartening to hear, especially from a fellow nurse. I feel that a DNP is more than adequately prepared and qualified for a teaching role. The DNP program teaches and prepares us for all the competencies related to education and certifications. Professors in these programs are DNPs, so who would be better to instruct their colleagues in the profession? Ph.D. programs in nursing are mostly related to research, and DNP programs are related to practice and translating evidence into practice, which covers a more extensive curriculum than having a PhD. I feel as nurses, we need to support and advocate for the nursing practice and each other to get the credibility and respect we deserve for our dedication and hard work.

[Brianna]

Doctor of Nursing Practice (DNP) professionals transitioning into roles as nurse educators offer several advantages. Firstly, they possess a wealth of clinical experience and advanced knowledge, which can significantly enhance the quality of education provided to nursing students. Their practical insights and evidence-based approach can bridge the gap between theoretical learning and real-world application, enriching the student’s learning experience. Secondly, the nursing profession needs more nurse educators. This shortage impacts the capacity of nursing schools to admit and train new nurses, exacerbating the overall nursing shortage. DNPs stepping into educational roles can help mitigate this issue by filling these essential positions, thus ensuring a steady supply of well-trained nursing professionals to meet healthcare demands.
Lastly, DNPs in academic roles have the unique opportunity to influence the future of nursing practice and healthcare policy significantly. Their involvement in curriculum development, research, and policy advocacy can lead to more progressive and effective healthcare practices. DNP educators are pivotal in advancing the profession and improving patient outcomes by shaping the educational framework and instilling best practices in future nurses. However, transitioning into these roles is challenging. Interpersonal and institutional barriers can impede DNPs’ efforts to contribute effectively. For instance, biases and skepticism from colleagues with different academic backgrounds can create a hostile environment. Overcoming these challenges requires resilience, advocacy for fair treatment, and a commitment to professional growth and student success.
In summary, DNPs are well-positioned to address the shortage of nurse educators, enhance the quality of nursing education, and influence the future of healthcare practice and policy. Their unwavering commitment to evidence-based practice and clinical expertise make them invaluable assets in academic settings. Given the critical shortage of nurse educators and the unique clinical expertise that DNPs bring to the academic environment, what strategies can institutions implement to better integrate and support DNPs in teaching roles, ensuring their contributions are valued and biases are minimized?

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