Other Titles
Surveying DNP Faculty on Knowledge and Learning Needs to Inform Faculty Development [Title Slide]
Abstract
Since 2010, DNP programs in the U.S. have grown from 156 programs with almost 7000 students in 2010 to 394 programs with over 40,000 students in 2021.(1,2) This rapid growth in new DNP programs has resulted in considerable variability in DNP program structure and curricula (3,4). Many DNP and PhD prepared faculty do not feel confident in guiding DNP students to complete DNP scholarly projects and have expressed a need for more resource support and mentoring.(3,5) The primary purpose of the study was to create baseline data on faculty knowledge and learning needs to guide faculty development efforts for those teaching in DNP programs. A secondary purpose is to describe and compare faculty knowledge and learning needs by colleges of nursing and by faculty doctoral preparation and years of experience teaching in DNP programs at two large universities in two states.
A DNP Faculty Healthcare Transformation Knowledge and Learning Needs Survey was developed by reviewing the AACN Essentials (2) and the literature on DNP program faculty development and mentoring needs (3,4,5). Likert scales assessing knowledge and learning needs were anchored using Benner’s Novice to Expert classification of stages of proficiency. Content validity was assessed by survey review by experienced DNP faculty experts at each school, after which adjustments were made to survey questions prior to administration. IRB approval was sought at each school/college of nursing. The surveys were administered via an anonymous electronic weblink sent to faculty at each of the colleges.
Survey results were reported in aggregate for the two colleges of nursing and statistically described and compared by college of nursing and by faculty doctoral preparation and years of experience teaching in DNP programs.The results of the same survey at both institutions were surprisingly similar with faculty rating health policy analysis, quality process models, flow charts, logic models and driver diagrams as areas where more development would be helpful. Clinical topics like clinical prevention, health promotion and practice-based inquiry were rated by faculty as areas where they felt more knowledgeable. These highlight areas of focus for continued faculty development to bolster knowledge gaps so they can lead the next generation of nurse leaders with their DNP projects in their respective programs.
Notes
Extensive reference list included in attached slide deck.
Sigma Membership
Gamma Sigma
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Faculty Development, Competence, Continuing Education, Doctoral Programs, Teacher Development, Assessment of Education
Recommended Citation
Rowe, Gina C. and O'Briant, Deborah, "Survey Results of DNP Faculty to Guide Faculty Development Priorities at Two Large Universities" (2026). International Nursing Research Congress (INRC). 295.
https://www.sigmarepository.org/inrc/2026/presentations_2026/295
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-09-24
Survey Results of DNP Faculty to Guide Faculty Development Priorities at Two Large Universities
Toronto, Ontario, Canada
Since 2010, DNP programs in the U.S. have grown from 156 programs with almost 7000 students in 2010 to 394 programs with over 40,000 students in 2021.(1,2) This rapid growth in new DNP programs has resulted in considerable variability in DNP program structure and curricula (3,4). Many DNP and PhD prepared faculty do not feel confident in guiding DNP students to complete DNP scholarly projects and have expressed a need for more resource support and mentoring.(3,5) The primary purpose of the study was to create baseline data on faculty knowledge and learning needs to guide faculty development efforts for those teaching in DNP programs. A secondary purpose is to describe and compare faculty knowledge and learning needs by colleges of nursing and by faculty doctoral preparation and years of experience teaching in DNP programs at two large universities in two states.
A DNP Faculty Healthcare Transformation Knowledge and Learning Needs Survey was developed by reviewing the AACN Essentials (2) and the literature on DNP program faculty development and mentoring needs (3,4,5). Likert scales assessing knowledge and learning needs were anchored using Benner’s Novice to Expert classification of stages of proficiency. Content validity was assessed by survey review by experienced DNP faculty experts at each school, after which adjustments were made to survey questions prior to administration. IRB approval was sought at each school/college of nursing. The surveys were administered via an anonymous electronic weblink sent to faculty at each of the colleges.
Survey results were reported in aggregate for the two colleges of nursing and statistically described and compared by college of nursing and by faculty doctoral preparation and years of experience teaching in DNP programs.The results of the same survey at both institutions were surprisingly similar with faculty rating health policy analysis, quality process models, flow charts, logic models and driver diagrams as areas where more development would be helpful. Clinical topics like clinical prevention, health promotion and practice-based inquiry were rated by faculty as areas where they felt more knowledgeable. These highlight areas of focus for continued faculty development to bolster knowledge gaps so they can lead the next generation of nurse leaders with their DNP projects in their respective programs.
Description
The primary purpose of the study was to create baseline data on faculty knowledge and learning needs about healthcare transformation, including policy analysis, evidence-based practice, program evaluation, and quality improvement projects to guide faculty development efforts for those teaching in DNP programs. Lazear, J. & Hemphill, J.C. (2020). Preparing faculty to lead doctor of nursing practice projects: A faculty development pilot project. Journal of Professional Nursing, 36, 673-680.