Over the past decade in the United States, nursing PhD program enrollment increased 56% among racial/ethnic minorities; yet, minorities still only represent about 30% of PhD prepared nurses and 18% of nursing faculty (American Association of Colleges of Nursing, 2020). Persistent faculty retirement that has surpassed the number of faculty being recruited has also contributed to the limited diversity of nursing faculty and students. Building student and faculty diversity can aid in changing the face of academic nursing to one that matches the general population and developing nurse scientists who are better prepared to meet the needs of their diverse communities (Gates, 2018; Hamilton & Haozous, 2017). Lack of faculty diversity may lead potential PhD students to think that nursing does not value diversity or offer opportunities for advancement. Strategies aimed at attracting and retaining PhD program students and faculty from all backgrounds are needed. Seeking out potential doctoral students early in their nursing careers should be considered as a strategy to increase the diversity and sustainability of the nurse scientist.

In the BSN-to-PhD Pathway, where students transition directly from instructor-led (BSN) to self-directed (PhD) learning, there is an urgent need to understand how to best support and retain students (Stanfill et al., 2019) and expand diversity. Strategies to increase diversity include cultivating an inclusive environment, implementing a “holistic admission” process, offering online courses, and providing financial support (Gates, 2018; Hamilton & Haozous, 2017; Rosenberg, 2019). From the onset of the BSN–PhD program support and learning activities are targeted holistically to address and meet individual student needs (Xu et al., 2018). A solid institutional infrastructure providing financial support, as well as support for writing, statistics, and interprofessional collaboration should be used to facilitate BSN–PhD student success (Vance et al., 2020). Specifically targeting this population of students promises to yield better results, as these students have the potential for longevity as nurse scientists and to make significant contributions to science over a longer period of time. In addition, fostering success in this population has the potential to attract other nurses who may be reluctant to pursue research-focused careers as they begin to see this career choice as a possibility for them too.

Strong mentor–mentee relationships also help in the creation of the nurse scientist. A supportive mentor–mentee relationship is key for mentee success and PhD program completion (Ellenbecker et al., 2017; Pfund et al., 2016). The mentor is a positive role model, providing support and guidance, and fostering learning and professional growth. The mentee benefits from being receptive to guidance and constructive feedback on scholarly development and career goals. It is imperative that the mentor and mentee be a “good fit,” with compatible personalities and communication styles. Evidence-based strategies for developing supportive mentor–mentee relationships, increasing diversity, and addressing the unique needs of BSN–PhD students help in moving smoothly from clinical nurse to nurse scientist. Scholarly collaboration among faculty and nursing doctoral students must be seen as a win–win for the faculty and the student (Ellenbecker et al., 2017; Vance et al., 2020). Joint publication in scholarly journals not only supports career advancement for faculty, but it also aids in positioning the BSN–PhD student for future success as a scientist (Tyndall et al., 2019).

Developing a supportive mentor–mentee relationship requires regular meetings (monthly or weekly depending on the menteeʼs needs) to discuss mentor expectations and mentee needs, progress, and potential barriers. Differences in expectations between the mentor and mentee may impair the mentor–mentee relationship and mentee progress (Volkert et al., 2018). The use of individual development plans, that identify short- and long-term measurable goals (e.g., program progress, research activities, scholarly development), may aid in aligning mentor–mentee expectations and provide opportunities for mentee self-assessment and reflection (Thompson et al., 2020). Mentoring well requires commitment and time to mentees, as well as training and experience (Titus & Ballou, 2013). When this is achieved, it has the potential to reduce attrition in the doctoral program, and transfer knowledge to the next generation of scientists, thereby improving the pipeline of nurse scientists.

Creating a pipeline for nurse scientists through targeted student mentoring is a key component to secure the future of nursing. As more and more nurses reach retirement age, particularly among nurse faculty, recruiting a young, diverse, and enthusiastic pool of graduate students promises to fill this gap. In addition, cultivating a culture that promotes evidence-based practice and research among nurses at all levels and in all settings will be foundational in attracting the next generation of nurses into research-focused careers. Therefore, academic nurse scientists have a role in bridging partnerships between academic institutions, clinical healthcare systems, and community stakeholders to ensure seamless transitions into doctoral programs. Success in these areas will require mutually beneficial partnerships among all stakeholders. As such, academic institutions and nearby clinical healthcare systems should align their goals to enhance clinical placement and research practicum opportunities for graduate students. In addition, colleges of nursing should focus on recruiting diverse nurse faculty and scientists to attract a diverse student population that will soon become the next generation of nurse scientists.