Career opportunities for doctoral-prepared nurses

MedSurg Nursing, April, 1998 by Linda C. Hodges, Tricia C. Satkowski, Christine Ganchorre

If you scan the horizon for career opportunities in the 21st century, it is certain that one of the brightest and hottest stars in the labor market galaxy will be the doctoral degree in nursing. A number of factors will converge to create this demand. Among the most significant are: the small number of doctoral-prepared nurses currently in the labor force; the small number of students enrolled in doctoral programs and low graduation rate; and the projected high rate of retirements beginning in 2007 when the baby boomers begin to leave the labor force. At the same time, the demand for doctoral-prepared nurses will grow with more needed to serve as faculty in schools of nursing, researchers in the health care field, direct care providers, top executives, and leaders throughout industry and society. This demand for doctoral-prepared nurses is underscored by the fact that of the over 2.6 million registered nurses in the United States (Moses, 1997), only 14,300 (0.0055%) of those employed hold a doctoral degree.

In 1990, a report by United States Department of Health and Human Services (DHHS), Division of Nursing, projected 27,970 new doctoral-prepared graduates would be needed by the year 2000. The sample survey conducted in 1988 showed there were 5,400 doctoral-prepared nurses (Moses, 1988). In 1996, a more recent sample survey found the number to be 14,300 (Moses, 1997). With,the addition of the 366 doctoral students graduating in May of 1997, the current number of doctoral-prepared nurses is 14,666. The average graduation rate was 363 among the years 1992 through 1997. If this number is added each year until 2000, there will be approximately 15,398 doctoral-prepared nurses. This number does not take into consideration those who will retire or die during the next 2 years. Since 1990, only 2,431 new doctoral-prepared graduates have entered the work force, reflecting only 8.7% of the number DHHS projected would be needed by the year 2000 (American Association of Colleges of Nursing [AACN], 1997a; Bednash, Berlin, & Chan, 1992).

During 1996-97, there was a drop in full-time enrollment of doctoral nursing students. In 1996, there were 1,113 students enrolled and in 1997 there were 1,058. The graduation rate also dropped from 387 in 1996 to 366 in 1997 (AACN, 1997a). It is easy to see that we are far behind in our goal of producing the needed 27,970 new doctoral-prepared nurses.

One of the major factors that will fuel the demand for doctoral-prepared graduates in the 21st century will be the huge number of nurses that will begin to leave the labor force through retirement in 2007. These nurses will be the first of the baby boomer generation to reach 62 years of age. In 1996, the AACN reported there were 4,560 doctoral-prepared nurses teaching full-time in baccalaureate and higher degree member schools of nursing (AACN, 1997b). Of these, the mean age was 50.1 years (AACN, 1995). Given the large number of doctoral-prepared nurses that will begin retiring over the next 10 years, the current deficit in the work force, and the low numbers of graduates, it is certain a major crisis is looming in the early 21st century. The economic principles of supply and demand dictate that those with the doctoral degree will be even more prized than they are in today's tight labor market.

The shortage of doctoral-prepared nurses will increase further as a result of the expansion of demand for these nurses in the marketplace. Before the 1990s, most doctoral-prepared nurse graduates sought employment in schools of nursing. The demands for nurse executives and nurse researchers in health care and related agencies, and the demand for doctoral-prepared advance practice nurses in care delivery now offer exciting opportunities outside the walls of the university field to qualify for admission. Others require a BSN degree or offer a bridge program to RNs who have degrees in other fields. Those entering the master's program through the bridge process usually present a portfolio depicting documentation of their experience and expertise in subject matter at the senior baccalaureate level. The portfolio is evaluated as part of the admission process to determine the deficits that must be made up in senior level course work prior to enrolling in master's level courses.

When reviewing admission requirements for the doctoral degree, the level of nursing degree required should be determined prior to application for admission. Some doctoral programs allow admission only with a master's degree, while others allow both students with BSN degrees or those with master's degrees to apply. If entering with a BSN degree, course requirements are heavier and additional years of study are required.

Types of Doctoral-Degree Programs

Choosing a doctoral-degree program in nursing requires a full understanding of the types of degrees offered at the doctoral level. These degrees fall into two basic categories -- the research degree and the professional degree. To better understand the different doctoral-degree options available to nurses, it is helpful to know how these degrees originated. College-level nursing instruction began in 1899 at Teachers College, Columbia University. Three decades later in 1930, the first fellowship for doctoral study in nursing was awarded. The first PhD with a major in nursing education was granted in 1932 (Allen, 1990). New York University offered PhD and EdD programs in 1934. Most of the graduates from these early programs were prepared to fulfill teaching or administration roles.