The University of Pennsylvania sponsored a PhD summit in October 2019 to bring together faculty and leaders in PhD education as well as professional associations in nursing to discuss the state of PhD education. Participants were divided into groups and asked to address specific questions.  https://www.selleckchem.com/products/at13387.html  This paper presents the discussion points and recommendations from the group focusing on innovation in PhD education. Innovations such as team mentoring models, design thinking courses, and structures that support students to progress from BSN through PhD programs are discussed. Recommendations include a need to intentionally structure faculty development earlier in their professorial careers, develop team models of advisement and longitudinal follow-up of alumni graduates form Ph.D. programs to examine the effectiveness of innovations.Given the complexity and rapidly changing pace of 21st-century healthcare, the need for research intensive Ph.D. prepared nurses has never been greater. Philanthropic funders and sponsors of Ph.D. nursing education have important insights into how investments in Ph.D. education have direct and positive impacts on healthcare, and consequently bring important perspectives to emerging roles for Ph.D. prepared nurses. To elicit these perspectives focused questions were posed to four leading philanthropic funders/sponsors of Ph.D. nursing education The Rita and Alex Hillman Foundation; The Robert Wood Johnson Foundation, Sigma Theta Tau- International Honor Society of Nursing, and the Jonas Nursing & Veterans Healthcare of Jonas Philanthropies. The interviews were conducted as part of a special session from the October 2019 PhD Summit "Re-Envisioning PhD Programs of the Future". A common theme that emerged from these discussions was the compelling need to prepare research intensive Ph.D. prepared nurses with advanced skills in leadership and innovation in order to leverage the larger impact of their work on health, health care and health policy. Lessons learned from the programs supported by these sponsors can be used to refine and implement future Ph.D. programs that provide the leadership and innovation skills required of research intensive Ph.D. prepared nurses.The following question was posed to work groups at an invitational summit of educators, policy makers, and funding agencies involved in PhD nursing programs from Canada, the Caribbean, Latin America, and the US Should global engagement competencies be included in PhD program curricula of research-intensive universities?" While the need for global engagement competencies ranked low among participants, our perspective is that there may be benefits from development of global engagement competencies. Many of the concepts identified for global engagement competencies are also important for US-based research. Nurses and midwives with PhDs are well positioned to conduct research that will impact the global burden of disease and close the health equity gap.PhD Summit attendees, as part of moderated roundtable discussions, responded to two questions What PhD competencies should guide the preparation of PhD prepared nurses to function in current and emerging roles? and How has innovation in programs and curricula changed the landscape to prepare and support PhD students for success? The purpose of this report is to summarize Summit discussion around these issues and assess the current relevance of 2010 AACN competencies and whether they are adequate to meet the needs of emerging nurse scientists.Nurses are well-positioned to be groundbreaking researchers, scientists, leaders, and innovators to improve the health and well-being of individuals, families, and communities. Nurse scientists are needed to contribute to scientific discoveries that inform effective strategies to improve patient care and outcomes and to inform future policies. Thoughtful consideration is required about the preparation of nurse scientists to ensure they are equipped with the knowledge and skill sets to meet the needs of society. Evolving health needs and priority areas of inquiry along with an ever-increasing array of sophisticated methodologies and centrality of interdisciplinary teams to solve complex problems should drive how we prepare PhD students. This paper reflects a panel and subsequent dialogue with nurse leaders at the PhD summit held at the University of Pennsylvania in October 2019. Three aspects of PhD education and the advancement of nursing science are discussed 1) examining important elements to support nurse scientist development; 2) identifying key gaps in science that the discipline needs to address in educating the next generation of nurse scientists; and 3) preparing nurse scientists for the competitive funding environment.This article describes the creation and work of an Office of Faculty Affairs (OFA) and an Associate Dean for Academic Affairs (ADFA) within a Graduate School of Nursing. The OFA supports the development and career advancement of faculty and the ADFA serves as a faculty mentor and advocate to promote faculty excellence in teaching, scholarship, practice and professional service. The ADFA has focused responsibility to partner with faculty, academic programs, and administration to provide programs and resources that assist and promote faculty growth and accomplishment. The ADFA must be a cross-boundary manager and consultant committed to monitoring, evaluating, developing and implementing educational and administrative programs to meet both faculty and program requirements. Responsibilities of and initiatives created by the ADFA are presented, along with metrics used to evaluate the effectiveness of the office and the role.Great teaching engages learners. Creating an online course that is engaging to learners requires substantial planning and creativity. In developing a new online course for doctoral students in nursing (DNP and PhD) and in other health science disciplines, we were interested in creating an application that would 1) support narrative pedagogy, 2) support highly engaging, student-centered learning, and 3) require learners to apply content within real-world experiences. In order to support such learning and achieve these goals, we created a virtual community platform. This paper reports on the development and implementation of a new type of virtual community platform to support teaching and learning in an online, doctoral-level course, specifically designed for nurses and other healthcare clinicians transitioning to a faculty role.