Though nearly half of all undergraduates are enrolled at community colleges (CCs), only 3% of papers from a sample of biology education research (BER) journals related to CC contexts. This paper reports the results of a meeting convened to identify affordances and constraints associated with CC BER and describes support strategies for advancing CC BER going forward.
Background
Current doctoral degree options may not meet needs of nurses desiring educator roles in academic or health care settings.
Purpose
The purpose of the study was to assess preferences for existing terminal degree options for nurse educators and determine the need for a new doctoral degree in nursing education.
Method
Nurses in practice, academia, and leadership nationwide (n = 826) answered a 19-item needs assessment survey regarding adequacy of and interest in terminal degree options.
Results
More than 60% reported current doctoral degrees available to nurse educators lack content in curriculum development and teaching-learning best practices in nursing. Most data supported a new terminal degree.
Conclusion
A primary factor in nurses choosing not to enroll in a terminal degree program may be limited availability of education aligned with career goals. The doctor of nursing education, a practice degree parallel to the DNP, could prepare nurses for academic and practice educator roles.
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