DNP Faculty 2.0: Transforming Teaching, Research, and Professional Development in the Age of Artificial Intelligence.

Abstract

Background: The rapid integration of artificial intelligence (AI) into health care and education is reshaping the landscape of nursing practice. For Doctor of Nursing Practice (DNP) educators, this evolution demands a reimagining of how faculty teach, lead, conduct research, and prepare future nurse leaders. Objective: This manuscript examines the transformative role of AI in DNP education, emphasizing strategies to support faculty development and successful integration. Methods: Drawing on current literature and expert insights, the manuscript outlines institutional strategies to support faculty in adopting AI. Key barriers addressed include ethical concerns, data security, and resistance to change. Results: AI enhances teaching strategies, research capacity, leadership development, and professional growth. Recommendations are offered for embedding AI literacy in DNP curricula and strengthening faculty competencies in ethical and effective AI use. Conclusions: Faculty teaching in DNP programs must be prepared to lead AI integration. Faculty development and institutional support are critical to ensure alignment with nursing's professional and ethical standards. Implications for Nursing: DNP educators are uniquely positioned to champion AI adoption, ensuring innovations in nursing remain grounded in the core values of integrity, equity, and humanism. Building AI literacy among faculty is essential for sustaining excellence in education and advancing the profession in the digital age.