Intervening in the Doctor of Philosophy (PhD) Nursing Shortage: Self-Efficacy, Enrollment Interventions, and Doctor of Nursing Practice (DNP)-to-PhD Experiences

This dissertation was conducted to understand the ongoing shortage of Doctor of Philosophy (PhD)-prepared nurses using a compilation of three studies. First, a concept analysis of graduate student self-efficacy was completed using Rodgers’ Evolutionary Method. An analysis of 23 studies revealed that graduate student self-efficacy’s antecedents are perceived positive experiences; its attributes are personal, malleable, goal-driven, a resource, knowledge, and trust; and its consequences are productive thoughts, feelings, and actions as well as successful outcomes. Second, an integrative literature review of PhD enrollment interventions was guided by Whittemore and Knafl’s methodology and Garrard’s Matrix Method. Evaluation of 18 studies showed that faculty mentoring, hands-on research, funding and compensation, undergraduate participation, summer timeframe, informational sessions, and social support were all common characteristics of successful strategies. Finally, a qualitative study was conducted with existential phenomenological methods to understand the meaning of choosing to pursue a PhD as a Doctor of Nursing Practice (DNP)-prepared nurse. Interviews from 10 DNP-to-PhD students were analyzed, uncovering the essence of the phenomenon (On a Mission), its ground (the Nursing Hierarchy), and five figural themes: (a) Having Needs the DNP Can’t Meet: “I had to go back and do more,” (b) Considering Dreams and Circumstances: “Now’s the time,” (c) Developing Confidence: “You can do this!” (d) “I’ve been very supported” / “I had no support,” and (e) “It had to be an internal drive for me.” Looking across the three studies, factors impacting PhD interest, enrollment, and retention became evident. Implications for increasing the PhD nursing workforce are discussed.