Navigating the Decline in PhD Nursing Enrollment and Graduation Rates in the United States

Doctor of Philosophy (PhD) in Nursing student enrollment and graduation rates have declined over the past decade (American Association of Colleges of Nursing 2024, 2025; Zangaro and Havey 2025), despite calls from the Institute of Medicine to double the number of PhD prepared nurses in the United States by 2020 (Institute of Medicine 2011) and calls to increase the PhD-prepared nursing workforce (Wakefield et al. 2021). Since 2013, enrollment in PhD programs has decreased by 17.9%. This unremitting plunge is alarming to university nurse leaders who are tasked with training future nurse scientists, educators, and industry leaders. The cause of the decline in PhD prepared nurses is multipronged. First, the growing popularity of the Doctor of Nursing Practice (DNP) degree has contributed to a decrease in PhD enrollment (American Association of Colleges of Nursing 2025; McKenna and Thompson 2025). The DNP is a shorter program and allows nurses to remain connected to clinical settings. Recent economic constraints may preclude leaving employment for graduate studies. Visa delays and suspensions have negatively impacted international students pursuing doctoral education in the United States (National Association of Foreign Student Advisers 2025; McKenna and Thompson 2025). Research funding, especially at the federal level, has become more competitive, which may deter nurses from pursuing a research-focused doctorate. In addition to the declining PhD in nursing enrollment and graduation rates, nursing faculty retirements have contributed to the current increase in faculty vacancy rate, which was reported at 7.9% in 2024 (American Association of Colleges of Nursing 2024; Fang et al. 2024). Steps must be taken to maintain an adequate workforce of PhD-prepared nurses. PhD-prepared nurses are needed to conduct research to produce new knowledge addressing current healthcare challenges both nationally and globally. Generation of new knowledge provides the evidence to address nursing practice issues, decrease health disparities, advance health policy, and revolutionize nursing education for the next generation of doctorally prepared nurses (McKenna and Thompson 2025; van Dongen et al. 2025; Wood et al. 2023; Zangaro and Havey 2025). Most faculty vacancies reported were positions requiring doctoral education, underscoring the importance of increasing and maintaining doctoral education in nursing (American Association of Colleges of Nursing 2024). The most common issues related to nursing faculty recruitment reported by AACN included noncompetitive salaries and finding faculty with the necessary teaching experience and appropriate specialty fit (American Association of Colleges of Nursing 2024). Insufficient faculty is a national issue with the highest vacancy rates reported in the Western region of the United States, public universities, and doctoral programs (American Association of Colleges of Nursing 2024). Strategic planning is needed to increase PhD nursing student enrollment, graduation rates and fill current nursing faculty positions. We propose the following recommendations. Recruit nurses early in their career to pursue a PhD in nursing (Freyer 2025; Zangaro and Havey 2025). Through this recommendation, we suggest integrating research into the undergraduate curriculum, providing paid or unpaid quality, structured research opportunities to undergraduate students (Muñoz 2022), inviting undergraduate students to research-related events (e.g., research fairs, research presentations), and discussing available career opportunities such as academia, industry, and healthcare administration. Consider offering a PhD program that enrolls students outside of the nursing specialty (McKenna and Thompson 2025). Such options help to increase PhD-prepared scientists while filling faculty vacancies and serves to promote interdisciplinary collaboration among students early in doctoral education to address complex health problems among diverse individuals. Utilize contemporary marketing strategies to promote PhD programs on various social media platforms and engage current students in university events that foster interest in doctoral education and events (McKenna and Thompson 2025). Host virtual events to explain what PhD-prepared scientists do in an academic setting, which can spark interest and initiate relationships. Target alumni who may be interested in furthering their education. Such communication can appear as a newsletter, via social media presence, or university-hosted events. Consider building relationships and collaborating with minority-serving institutions (MSIs), providing opportunities for underrepresented students interested in pursuing doctoral studies. Recalibrate admission requirements (e.g., Graduate Record Exam (GRE). Create BSN to PhD and DNP-PhD Bridge Programs that are offer seamless transitions between programs. Identify strong, funded mentors who foster a collaborative and fulfilling relationship that enables success and offers research experience (Zangaro and Havey 2025). Such mentors can seek out undergraduate research assistants, guest lecture in the undergraduate programs, and provide a space of inquiry among mentees. Include robust career development mentoring to nurture future leaders in research, academia, and industry. Providing financial support is fundamental to attract potential students and maintain current student status (Freyer 2025; McKenna and Thompson 2025). Develop funding mechanisms such as T32 training programs, philanthropic streams, and research and teaching assistantships with competitive stipends that provide adequate support for living expenses. Consider hybrid or online PhD Programs to open enrollment (Freyer 2025; Muñoz 2022) to target larger catchment areas and provide flexibility to working nurses or those with other competing demands. Offer an extensive range of cognates that appeal to a wide variety of research interests. Victoria K. Marshall conceptualized the topic, completed a literature review, and wrote the article. Usha Menon reviewed the article, edited, and offered insights into Potential Solutions for Increasing PhD Enrollment and Retention Rates. The authors have nothing to report.