Defining Research for PhD and DNP Prepared Nurses: A Collaborative Approach

The origins of nursing research are often attributed to Florence Nightingale and her systematic investigation of factors affecting soldiers' outcomes during the Crimean War in the 1850s (Polit and Beck 2021). Since that time, the nursing research landscape has continued to advance with notable developments such as the publication of the American Journal of Nursing in 1900 and Nursing Research in 1952. The establishment of the National Center for Nursing Research in 1986, which later became the National Institute of Nursing Research in 1993, marked a significant milestone in the field's development. The founding of the Council for the Advancement of Nursing Science in 2000 further solidified nursing's commitment to scientific inquiry and research excellence. Nursing research has been broadly defined as research that generates knowledge about health and health promotion, the care of patients who experience health problems, and nursing activities that improve people's ability to respond to health problems (National Institutes of Health 1983). This broad scope ensures that nurses of all backgrounds and educational preparation promote the nursing profession and nursing science as a whole. The collaborative nature of nursing research is exemplified in several physical activity trials funded by the National Institute of Nursing Research, where both Doctor of Nursing Practice (DNP) and Doctor of Philosophy (PhD) prepared nurses made valuable contributions throughout all phases of the research process (Halloway et al. 2023). While this broad scope ensures that nurses of all backgrounds and educational preparation can contribute to the nursing profession and research, the translation of nursing research to clinical practice has faced significant implementation challenges, often requiring extensive time and resources to move from research findings to practical applications (Berthelsen & Holge-Hazelton 2016). The evolution of nursing education has led to multiple pathways for obtaining terminal degrees, with the PhD in Nursing and the DNP emerging as the two most prominent research-promoting paths. These distinct but complementary pathways reflect the diverse needs of modern healthcare systems and the expanding role of nurses in both academic and clinical settings. Each pathway offers unique contributions to the advancement of nursing science and practice, while sharing the common goal of improving patient outcomes and healthcare delivery. PhD prepared nurses are essential to the evolution of nursing science and healthcare improvement through their focus on research and knowledge creation. Their educational preparation includes an intensive examination of nursing history and the crucial role of humanities, particularly philosophy, in shaping nursing science. This philosophical foundation enables them to understand and contribute to the theoretical underpinnings of nursing practice. PhD prepared nurses generate new insights by using, designing and refining theoretical and conceptual models that guide evidence-based nursing practice, contributing to both the theoretical and practical aspects of nursing science. Their research encompasses both basic and applied investigations, with basic research focusing on deepening our understanding of the physiological, psychological, and social factors affecting health outcomes. This foundational work provides the scientific basis for clinical innovations and improvements in patient care. Applied research, on the other hand, addresses practical healthcare problems, leading to the development of new tools, techniques, and strategies that enhance clinical outcomes, patient safety, and healthcare delivery efficiency. The role of PhD prepared nurses extends beyond research to include significant contributions to nursing education and leadership. Many serve in faculty and administrative positions in university settings, where they shape the next generation of nurses and nurse researchers. Although not directly addressed in The Essentials: Core Competencies for Professional Nursing Education (American Association of Colleges of Nursing 2021), PhD prepared nurses often expand upon competencies that guide nursing development in education programs, contributing to the continuous evolution of nursing education and practice standards. DNP prepared nurses are leaders in advancing clinical practice through their focus on evidence-based practice (EBP) and quality improvement. DNP programs prepare graduates for entering advanced nursing practice specialties (such as informatics, leadership, and more) or roles (such as certified nurse practitioners and more) within a healthcare system (American Association of Colleges of Nursing 2021). Their expertise lies in translating research findings into practical clinical applications, bridging the crucial gap between scientific discovery and patient care. DNP prepared nurses excel in implementing and integrating best evidence into clinical decision-making, while carefully considering patient preferences, values, and clinical expertise. This comprehensive approach ensures that healthcare interventions are not only effective and efficient but also aligned with patient-centered care principles. A key strength of DNP prepared nurses lies in their involvement with quality improvement projects. They systematically identify areas within healthcare systems that require enhancement, such as patient safety protocols, workflow efficiency, or care delivery models. Through their expertise in translational research, DNP prepared nurses ensure that healthcare systems and policy remain grounded in the latest scientific evidence while continuously evolving to meet emerging challenges and patient needs (Trautman et al. 2019). Their work often results in practical changes that enhance patient outcomes and streamline organizational processes, leading to more efficient and effective healthcare delivery. Given these complementary roles and the evolving healthcare landscape, the Southern Nursing Research Society proposes a new inclusive definition of nursing research: The generation, application, and evaluation of knowledge about health, health promotion, disease prevention, and nursing interventions to increase the understanding of human health and illness phenomena and to improve patient and health system outcomes. This comprehensive definition acknowledges nursing's foundation as both an art and a science, while emphasizing the vital contributions of PhD and DNP prepared nurses towards advancing nursing science utilizing a collaborative approach. However, several significant challenges exist in fostering effective PhD/DNP collaborations, including role confusion and a lack of understanding among nurses as to what each terminal degree can bring to a project or study (Staffileno, Murphy, and Carlson 2016). The declining number of PhD prepared nurses has created additional pressure, as nurse scientists may feel compelled to focus primarily on mentoring other nurse scientists to maintain research capacity. Furthermore, DNP prepared nurses often face limited scholarship support in clinical academic positions or healthcare institutions, with demanding clinical responsibilities or teaching loads leaving little time for research collaboration. Despite these challenges, one of the most promising directions for advancing nursing research lies in fostering early partnerships between PhD and DNP students. This approach enables students to develop collaborative skills and mindsets during their educational journey, preparing them for future partnerships. Research indicates that when students experience collaboration during their academic preparation, they are more likely to seek out and maintain collaborative relationships throughout their careers (Eaton, Gordon, and Doorenbos 2017; Cygan and Reed 2019). By integrating collaboration into their educational journeys, students normalize these partnerships and develop a shared commitment to patient-centered research and practice. Academic institutions can empower this shift by cultivating a culture that values and supports joint projects, bridging the gap between academia and clinical practice. SNRS maintains a strong commitment to providing an inclusive environment where all nurses, regardless of their educational preparation, can meaningfully contribute to organizational success and improved membership experiences. These collaborations are essential for furthering the impact of nursing research and scholarship, improving patient and population outcomes, mitigating unnecessary healthcare costs, and driving innovation in healthcare delivery. Furthermore, DNP and PhD collaborations should be leveraged to advance health policy and amplify nursing's professional stance on important issues affecting individuals and communities in our region and beyond. The partnership between PhD and DNP prepared nurses offers a compelling model for advancing both nursing science and practice. This collaborative approach can help reduce the research-translation gap, which traditionally takes up to 17 years from study completion to the utilization of research results (Morris, Wooding, and Grant 2011). The diverse perspectives from varied educational preparations are foundational to promoting health equity and optimizing healthcare outcomes, particularly for vulnerable populations affected by social and structural determinants of health. SNRS recognizes that all types of nursing expertise are needed to provide inclusive leadership that can address the diverse needs of various members, stakeholders, and partners. Through continued emphasis on PhD/DNP collaborative research initiatives and the normalization of these partnerships, we can accelerate healthcare innovation and improve patient outcomes. This inclusive approach to nursing research acknowledges this vital partnership and provides a framework to maximize the impact of all doctorally-prepared nurses, thereby positioning the profession to create a more robust and effective approach to healthcare improvement. Together, these nursing scholars can leverage their respective areas of expertise to enhance the quality and efficiency of healthcare delivery, ultimately benefiting the patients and communities they serve. This collaborative model represents not only the future of nursing research but also a path toward more effective, evidence-based healthcare delivery that can address the complex challenges of modern healthcare systems. The original draft of the manuscript was conceptualized and written by Drs. Demetrius Abshire, Kyungeh An, Pamela Ashcraft, Bryce Catarelli, Sara Davis, Charleen McNeill, Mercy Mumbe, Victoria Loerzel, and Suzanne Prevost. All authors contributed to writing and critically reviewing the manuscript. All authors approved the final version of the manuscript as submitted. The authors have agreed to be responsible for ensuring the integrity and accuracy of the work. The authors have nothing to report. The authors declare no conflicts of interest. The authors have nothing to report.