DNP- and PhD-prepared faculty bring unique knowledge of research in nursing.

Utilizing DNP- and PhD-prepared faculty in undergraduate courses models mutual respect.

Students reported a grasp of research fundamentals when DNP- and PhD-prepared faculty collaborated on aresearch course.

Doctor of Philosophy (PhD) and Doctor of Nursing Practice (DNP) pathways offer distinct yet complementary approaches to nursing education and research that, when combined, can advance knowledge of nursing science among undergraduate students. Previous studies on DNP- and PhD-prepared nurse collaborations have focused on graduate students and faculty efforts to address practice needs together. However, there is minimal current literature that discusses this collaboration among undergraduate faculty. The purpose of this article is to present a case study of teaching an undergraduate nursing research course supported by the collaboration of DNP- and PhD-prepared faculty. In a revised undergraduate research course, a PhD-prepared faculty focused on components of quality research, while a DNP-prepared faculty emphasized evidence-based practice (EBP) and clinical guidelines. Interactive teaching methods facilitated student engagement and comprehension. Students reported an increased understanding of research components and the application of EBP principles in nursing practice. By incorporating DNP- and PhD-prepared faculty perspectives, nursing students reported an understanding of research and its relevance to their future practice. This approach offers a model for future curriculum development in undergraduate nursing programs by incorporating DNP- and PhD-prepared faculty perspectives.

Undergraduate nursing

PhD

DNP

Research education

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