Tyndall DE, Firnhaber GC, Kistler KB. An integrative review of threshold concepts in doctoral education: Implications for PhD nursing programs.
NURSE EDUCATION TODAY 2021;
99:104786. [PMID:
33549957 DOI:
10.1016/j.nedt.2021.104786]
[Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2020] [Revised: 01/05/2021] [Accepted: 01/13/2021] [Indexed: 06/12/2023]
Abstract
OBJECTIVE
To critically analyze published research addressing threshold concepts in doctoral education, explore factors affecting conceptual threshold crossing by doctoral students, and consider the application of these findings in doctoral nursing education.
BACKGROUND
Mastery of concepts specific to the research-focused doctorate is critical in order for doctoral students to become independent researchers. These threshold concepts can be challenging, or troublesome, and students may find themselves 'stuck' during the learning journey. Engaging with troublesome concepts may place a student in a state of liminality, a transitory space of uncertainty.
DESIGN
An integrative approach was adopted for this review.
DATA SOURCES
A combination of keywords was used to search PubMed, CINAHL Plus, PsycINFO, ProQuest Search, Education Research Complete, Scopus, and Science Direct for literature published through July 2019.
REVIEW METHODS
Integrative review methods described by Whittemore and Knafl (2005) were used to review and analyze a total of 20 qualitative studies identified based upon specific inclusion criteria.
RESULTS
The majority of identified threshold concepts emerge during the development stage of research, indicating a need for strategies to support students with navigation of the liminal spaces encountered early in the doctoral journey. Factors affecting conceptual threshold crossing include student writing development, presence of community, and faculty influences.
CONCLUSION
Doctoral program strategies are needed to support how to both teach and learn threshold concepts within safe spaces. Recommendations for strategies to develop student writing, support community building, and cultivate faculty-student relationships in doctoral nursing programs are provided. More intentionally incorporating threshold concept strategies into doctoral level nursing education has the potential to support both graduation rates and successful career transition to maintain a steady pipeline of nurse scientists.
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