Abstract
Recently, new doctoral programs in nurse education (DNE) were added in some schools to the already crowded terminal degrees in nursing. What is the meaning of such an addition? Many new and former nurse educators have received the degree Doctor of Education (EdD) from legitimate schools of education. The EdD has a strong theoretical base in educational theory and research methodologies and is the highest degree of choice in the field of education. If an education degree in addition to a nursing degree is desired, would the EdD not be the best option to receive a strong theoretical base in education? Is there something special about education in nursing? Are not the courses in master’s programs that have nurse education tracks enough? Many of these programs offer courses in principles of teaching–learning as well as actual experiences in preparing and executing teaching plans with supervised experiences in teaching practicums and didactic sessions. Is the content in the DNE morphed from these master’s degree nurse education tracks? What new is taught in DNE programs? Is it making more out of less? Why a doctorate in nursing education? The story is that there are not enough PhD-prepared nurse faculty to teach in universities. How will this meet the challenge for qualified nurse teachers and researchers for university programs? Is the answer then to create more and more “terminal” degrees? What is wrong with this picture?
Is the DNE, like the Doctor of Nursing Practice (DNP) that grew in the last decade, essentially for leaders in healthcare agencies, since it, too, was morphed from the master’s degree nurse practitioner programs in many university settings? The graduates of these DNP programs were not prepared to teach in university programs, yet, somehow, they now make up a considerable body of the faculty teaching at all levels of academia. Although the DNP is not a research degree, some DNP graduates teach theory and research courses to PhD students. Consider the consequences of this situation in respect to the meaning of quality PhD nurse education.
It may be wise to consider once again that nursing is a unique discipline, and that at one time, like in other disciplines, the terminal degree was the PhD in nursing. As in other disciplines, it was—and is—a highly regarded and coveted degree focusing on knowledge development, teaching, and research. Is this not enough for nursing or is there some other reason? Perhaps it is time to take stock and conceptualize a map that specifies where nurse education is moving, instead of just adding degrees that may dilute both nursing as a unique discipline and the inherent aspects of nurse education.
