Degree programs for a doctorate in the nursing profession vary (American Association of Colleges of Nursing [AACN], 2021). A nurse may pursue a doctorate degree with a master's in nursing (MSN) or baccalaureate in nursing (BSN) (AACN, 2021; National Organization of Nurse Practitioner Faculties [NONPF], 2023). There are various terminal doctoral degrees in nursing among which include the Doctor of Nursing Practice (DNP), a practice doctorate; and the Doctor of Philosophy in Nursing (PhD), a research-focused degree. The Essentials (AACN, 2021) has provided a framework to support baccalaureate of nursing (BSN) students' progress into graduate education. The development of BSN to doctorate pathways influences how graduate education is offered to bridge the gap between education and practice and develop a professional role (AACN, 2021). Students may enter graduate education with or without practice experience resulting in a wide range of professional growth in pursuit of a graduate degree. There has been a considerable increase in student enrollment in DNP nursing programs as compared to the steady decline in enrollment in PhD programs (AACN, 2023; AACN, 2022a; AACN, 2022b). NONPF is committed to the doctorate as an entry-level degree for advanced nurses fostering the Baccalaureate to Doctor of Nurse Practice (BSN-DNP) pathway (NONPF, 2023; Stager et al., 2024; Stager et al., 2022).

The Essentials (AACN, 2021) was published as a new model for competency-based education to prepare professional nurses both entry-level and advanced-level. The two levels of sub-competencies reflect the educational stages of nurses entering professional practice and advancing to graduate education. The entry-level sub-competencies set the foundation for registered nurses entering professional practice (AACN, 2021). The advanced-level sub-competencies build and expand the proficiencies, broaden the breadth of experiences in context and complexity, and develop professional comportment for different nursing roles. Advanced-level sub-competencies provide expectations to develop a professional identity and sustain one's approach to the advanced nursing role (AACN, 2021).

One requisite is the development of a clear professional identity. Domain 9 of The Essentials (AACN, 2021) specifically focuses on the formation and cultivation of a nursing identity including the development of emotional intelligence, fostering social justice, demonstrating ethical and moral fortitude, and developing assertiveness in decision-making and actions. This article aims to illustrate how faculty educate graduate nursing students in the development of professional identity using a conceptual framework to achieve competencies outlined in The Essentials (AACN, 2021).