NURSING LEADERS' ATTITUDES ABOUT THE PROFESSIONAL DOCTORATE AS THE ENTRY LEVEL INTO PROFESSIONAL PRACTICE.
Contributors: Indiana University.
Published: 1985
Number of pages: 146
Subjects: Education, Higher.; Health Sciences, Nursing.
Description: This study focused on the survey of nursing leaders from education and service regarding their attitudes about the nursing professional doctorate, Doctor of Nursing (N.D.) as the entry level into practice. The professional doctorate (N.D.) was defined as the first professional degree. The degree was described as based upon a generalized baccalaureate degree with additional years of professional education and practice leading to the first professional degree. The graduates of such a program would be identified by the Doctor of Nursing (N.D.) to distinguish the accomplishment from the Doctor of Philosophy (Ph.D.) which is the symbol of the academic doctorate representing completion of formal research training and from the Doctor of Nursing Science (D.N.Sc.) which reflects completion of the highest level of preparation in clinical specialization.

The review of literature showed support for the view that preparation at the doctoral level for nurses is desirable and even essential, for purposes of meeting expectations of the profession in providing research scholars, academic and service leadership, role models for clinical expertise and individuals qualified to sufficiently function as specialists in independent practitioner settings.

A mail questionnaire incorporating these findings from the literature was designed and administered to a sample of nursing leaders from education and service. Leaders in the midwest region states were identified from membership lists of nursing organizations, including the Fellows of the American Academy of Nursing, American Association of Colleges of Nursing and the Nurse Executive Organization. From this group, 100 nursing leaders from education and 100 from service were randomly selected to receive a mail questionnaire. Forty-eight percent (48%) returned useable questionnaires: 43 from educators and 52 from service leaders.

Nursing educators differed from service leaders on the subconcepts of economic feasibility of the N.D., contributions of the N.D. to professional practice, and the role of the N.D. as significant for image and legitimacy of nursing. Educators generally evaluated the N.D. more positively than did service leaders. However, when questioned about the N.D. as an appropriate entry level for educational and administrative positions, service leaders concurred while education leaders identified higher educational levels as appropriate.
Notes: Source: Dissertation Abstracts International, Volume: 47-01, Section: A, page: 0096.

Thesis (ED.D.)--INDIANA UNIVERSITY, 1985.

School code: 0093.