Table 1 Summary of peer-reviewed literature

Adams [62]

Theme 1: Nurse Educator Expectations

Report

Expectations for preparing future faculty

AACN [5]

Report

Nursing education faculty

Anderson [37]

Qualitative, semi-structured interviews (n = 18)

Transitioning from a clinical expert to novice educator

Austin [51]

Discussion paper

Future faculty preparation

Bass [98]

Book

Re-examining doctoral education

Bartels [94]

Discussion paper

Role preparation for the academy (scholarship)

Benner et al. [3]

Book

Transforming nursing education

Bergner et al. [110]

Discussion paper

Teaching training for PhD students

Booth et al. [8]

Discussion paper

Formal pedagogical preparation required for nurse educators

Bok [135]

Commentary

Preparing PhD students to teach

Bogo [136]

Discussion paper

Preparing doctoral students to teach

Brightman [2]

Discussion paper

Teaching doctoral students \how to teach

Cooley et al. [111]

Qualitative, hermeneutical, phenomenology (n = 7)

Facilitators & barriers to nurse educator practice development

Diekelmann [63]

Discussion paper

New pedagogies to transition nursing practice

Diekelmann [39]

Book

New pedagogies for health professionals

Dreifeurst et al. [112]

Sequential, explanatory, descriptive survey (n = 548)

PhD preparation for nurse faculty

Edwardson [6]

Discussion paper

Shortcomings & relevance of the PhD

Fang et al. [56]

Cross sectional questionnaire (n = 933)

Barriers & facilitators to nurse faculty roles

Fiedler et al. [11]

Qualitative, in-depth interviews (n = 8)

Faculty preparation education course

Findlow [124]

Discussion paper

Professional academic identity in nursing

Gaff [120]

Discussion paper

Doctoral preparation for a faculty career (Preparing Future Faculty Program PFF)

Ivey [19]

Discussion paper

Formal pedagogical preparation of nurse educators

Ironside [92]

Editorial

Pedagogical preparation for nurse educators

Ironside [95]

Qualitative hermeneutical (n = 45)

Pedagogical preparation for nurse educators

Jackson et al. [103]

Sequential, exploratory mixed methods (n = 24)

PhD requirement for academic nursing

Johnsen-Crawley [25]

Discussion paper

Teacher preparation models

Johnson-Farmer et al. [61]

Qualitative, grounded theory (n = 17)

Teaching excellence as a dynamic process

Kalb et al. [137]

Qualitative, online survey (n = 76)

Developing leadership in nursing

Kwiram [46]

Book

Re-examination of doctoral education

Lancet Commissions [1]

Report

Transformation of nursing education

Lewallen et al. [23]

Discussion paper

Preparation of nurse educators for research & teaching roles

Lindeman [33]

Discussion paper

Transforming nursing education

MacMillan [64]

Report

Future of undergraduate nursing education in Canada

Meacham [90]

Discussion paper

New faculty preparation

Morris et al. [52]

Book

Transformative learning in nursing

NLN [108]

Discussion paper

Nurse educator roles and responsibilities

Nehls et al. [47]

Mixed methods, interviews and database reviews (n = 84)

Choosing a PhD program

Oermann et al. [35]

Quantitative survey (n = 482)

Roles in nursing programs for PhD & DNP prepared nurses

Schriner [53]

Qualitative, hermeneutical, ethnographic inquiry (n = 7)

Transitioning from a clinical expert to a faculty role

Schulman et al. [138]

Discussion paper

Re-examining doctoral preparation

Siler et al. [20]

Qualitative, hermeneutical, phenomenological (n = 12)

Understanding the experiences of new faculty

Tanner [96]

Editorial

Advancing teaching pedagogies in nursing education

Barnes et al. [134]

Mentorship

Qualitative, in-depth interviews (n = 25)

Role of doctoral advisors

Baxley et al. [131]

Book

Mentorship in nursing

Bell-Elliason et al. [139]

Quantitative survey (n = 224)

Characteristics of ideal doctoral mentors

Grossman [132]

Book

Mentorship in nursing

Hall et al. [127]

Discussion paper

Mentorship in the development of professional researchers

Johnson et al. [128]

Quantitative, on-line survey (n = 95)

How mentoring prepares doctoral students for a faculty role

Noonan et al. [133]

Qualitative, focus groups (n = 16)

Mentoring doctoral students

Paglis et al. [129]

Quantitative, survey (n = 130)

Mentoring doctoral students as career preparation

Rose [130]

Quantitative, survey (n = 537)

The ideal doctoral student mentor

Hoessler et al. [48]

Graduate TAs

Mixed methods, document analysis

Graduate student teaching training

Kenney et al. [49]

Qualitative (n = 13)

Program structures & practices of graduate training

Love Stowell et al. [41]

Conceptual model

Pedagogical preparation of graduate students

Parker et al. [135]

Qualitative, survey (n = 48)

Training for graduate TAs

Agger et al. [18]

Doctoral Preparation

Qualitative, semi-structured interviews (n = 15)

DNP prepared nurses in academic roles

AACN a [17]

Report

Faculty vacancies – DNP not prepared for academic role

Apold [109]

Discussion paper

Doctoral nursing education

Nyquist et al. [117]

Discussion paper

Re-designing doctoral nursing education

Walker et al. [118]

Discussion paper

Doctoral education for nurses – PhD or DNP?

Winter et al. [97] ^e

Discussion paper

Evaluation criteria for practice-based doctoral degrees

Acorn et al. [77]

Theme 2: Lack of consensus on scholarship

Discussion paper

Defining and describing scholarship in nursing

Allen et al. [78]

Discussion paper

Differentiating scholarly teaching & the scholarship of teaching

Benigni [115]

Discussion paper

The teacher-scholar

Boyer [12]

Discussion paper

Domains of scholarship

CASN [70]

Report

Scholarship among nursing faculty

Chalmers [68] ^b

Discussion paper

Recognizing & rewarding the scholarship of teaching in higher education

Chandramohan [38]

Book

Learning to teach in higher education

Cochran-Smith [36]

Discussion paper

Teacher preparation in higher education

Darling-Hammond et al. [45]

Secondary analysis (n = 300)

Teacher preparation

Fincher et al. [67]

Discussion paper

Defining and describing scholarly teaching

Gardner et al. [57]

Discussion paper

Teacher-scholar model

Glanville et al. [13]

Discussion paper

Defining the scholarship of teaching

Glassick et al. [71]

Book

Scholarship in the professoriate

Gubbins [66]

Discussion paper

Developing a program of scholarship in teaching & learning

Hatch [72]

Book

The practice of teaching and learning in higher education

Korthagen et al. [32]

Discussion paper

Teacher-educator preparation

Kreber [79] ^a

Discussion paper

Advancing the scholarship of teaching

Kreber [30] ^a

Qualitative, Delphi exploratory (n = 11)

Consensus on scholarship of teaching

Kreber [28]

Discussion paper

Excellence in teaching & scholarship of teaching should be rewarded

Kreber et al. [42]

Qualitative, exploratory, semi-structured interviews (n = 31)

How university instructors learn about teaching

Kreber et al. [58]

Conceptual model

Scholarship of teaching

Kuh et al. [84]

Survey (n = 29,444 faculty) and (n = 65,633 students)

Teacher-scholar model

Martinez [34]

Discussion paper

Reflective exploration of new teacher educators making the transition into the academy

McKinney [7]

Discussion paper

The challenges of the scholarship of teaching and learning in higher education

McKinney [80]

Book

Intra/interdisciplinary scholarship of teaching and learning

Murray [43]

Qualitative, in-depth semi-structured interviews (n = 28)

Experiences of teacher educators in the first 3 years of practice

Nicholls [29]

Discussion paper

Understanding scholarship

Norris [31] ^a

Discussion paper

Teacher-based knowledge and experience or university research-based knowledge and empirical theory

Oermann [44]

Discussion paper

Scholarship in nursing

O’Meara et al. [69]

Discussion paper

Recognition of all forms of scholarship

Rossetti et al. [27]

Qualitative, Interpretive (n = 35)

Educational philosophy of teaching

Shulman [73]

Discussion paper

The scholarship of teaching and learning

Shulman [65]

Discussion paper

The future of the doctorate

Sullivan et al. [82]

Discussion paper

A review of professional education

Trigwell et al. [74]

Qualitative, phenomenological (n = 20)

A review of professional education

Vardi et al. [75] ^b

Discussion paper

Promoting the scholarship of teaching & learning

Zeichner [91]

Discussion paper

Teaching teachers

Austin et al. [114]

Theme 3: Research versus Teaching

Discussion paper

The integration of research, teaching, & learning

Austin et al. [81]

Discussion paper

Preparation in the domains of scholarship other than discovery

Brew [86]

Discussion paper, conceptual model

The relationship between research and teaching

Carter et al. [87]

Qualitative, focus groups (n = 8)

The importance of teaching

Campbell et al. [116]

Discussion paper

Re-examining the PhD in Nursing

Chen [88] ^d

Qualitative, interviews and document analysis (n = 20)

Priority of research over teaching

DeCourcy [60]

Discussion paper

Describing excellence in teaching

Diezmann et al. [119]

Case study

Transitioning from research scientist to teacher

Fook [106]

Discussion paper

Integration of theory, practice, & research

Ketefian et al. [4]

Discussion paper

Trends & factors influencing doctoral education

Malcolm [89]

Discussion paper

Research-teaching link in higher education

Marentic Pozarnik et al. [59] ^c

Case study

Developing excellence in teaching competencies

Matthews et al. [26] ^b

Quantitative, survey (n = 522)

Teaching & research gap implications on the scholarship of teaching and learning

Paulsen [93]

Discussion paper

Relationship between research & the scholarship of teaching

Smeltzer et al. [85]

Mixed methods, focus groups and surveys (n = 554)

Impact of teaching on research productivity

Starr et al. [40]

Discussion paper

Inquiry on teaching in higher education

Schonwetter et al. [54]

Cross-sectional survey (n = 133)

Faculty development teaching training

Van De Ven et al. [126]

Discussion paper

Engaged scholarship between theory and practice

Williams [76]

Discussion paper

Nursing as an academic profession

Cronin [121]

Epistemic cultures

Discussion paper

Requirement for alternate forms of scholarship expression

Georges [125]

Discussion paper

Epistemic diversity in nursing

Knorr Cetina [122]

Discussion paper

Epistemic and knowledge cultures

Mork et al. [123]

Ethnographic case study (n = 35)

Conflicts of epistemic cultures

AACN [14]

Theme 4: Lack of consensus on formal education for nurse educators

Report

Academic nursing

AACN [16]

Report

Academic Nursing

AACN [10]

Report

Recommended preparation of nurse educators

AACN [101]

Report

Advancing higher education in nursing

AACN [99]

Report

Transforming nursing education

AACN [9]

Report

Recommendations on educational preference for professoriate in nursing education

Austin [55]

Discussion paper

Faculty preparation

Brar et al. [102]

Discussion paper

Advanced nursing education beyond the Master’s degree

CASN [15]

Report

PhD prepared faculty

Grace et al. [83]

Discussion paper

Preparation of nursing scholars & leaders

Kirkman et al. [105]

Discussion paper

A comprehensive review of doctorates in nursing

Loomis et al. [104]

Qualitative, internet-based, exploratory survey (n = 69)

Decision to pursue a PhD or a DNP

Minnick et al. [107]

Survey (n = 96)

Capacity in doctoral research nursing programs

NLN [22]

Report

Doctoral preparation for nurse educators

NLN [21]

Report

Recommendations for doctoral preparation of nurse educators

Nyquist [113]

Discussion paper

Revising the current PhD program

Wood et al. [100] ^a

Report

Doctoral nursing in Canada