Faculty Viewpoints on Doctoral Degrees for Nurse Educators: A National Q-Methodology Study

BACKGROUND: Nursing education faces faculty shortages and debates about the most suitable doctoral degrees for nurse educators. Divergent viewpoints about nursing-specific and non-nursing doctoral degrees influence faculty career progression and perceptions of teaching effectiveness. METHOD: Thirty-eight doctorally-prepared nurse educators employed in nursing programs across the United States ranked 37 statements about doctoral degree types in this Q-methodology study. Factor interpretation was based on principal component analysis and open-ended responses. RESULTS: Four distinct viewpoints emerged, accounting for 50% of the variance: Doctoral Degree Egalitarians, PhD Research Advocates, Nursing Degree Idealists, and Degree Hierarchists. The doctoral degree participants held differentiated their viewpoints. Years of experience, professional role, and geographic region did not emerge as differentiators. CONCLUSION: Degree holders advocate for their own degrees, possibly reflecting lived experiences and socialization during doctoral education. Institutions can address divergent viewpoints on degree types by implementing role-based evaluation criteria and transparent policies valuing diverse academic preparation.