ABSTRACT The growing number of Doctor of Nursing Practice graduates providing direct clinical care has reignited public and professional debate about the use of the title “Doctor.” Although based on academic achievement, the title can unintentionally create confusion among patients and team members regarding provider roles and responsibilities. This commentary reexamines this issue in the context of doctorally prepared health care professionals who, through their education, training, and licensure, provide direct patient care. Recognizing that it truly “takes a village” to deliver the highest quality health care to society, health care professionals and educators can collaboratively turn this potential conflict into an opportunity to promote interprofessional learning and foster greater professional respect.
Anker et al. (Sun,) studied this question.