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Kingsley-Smith H, Farrier CE, Foran D, Kotze K, Mahtani K, Short S, Scott AM, Lyons O. Leadership development programmes in healthcare research: a systematic review, meta-analysis and meta-aggregation. BMJ LEADER 2024:leader-2024-000976. [PMID: 38991736 DOI: 10.1136/leader-2024-000976] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2024] [Accepted: 06/11/2024] [Indexed: 07/13/2024]
Abstract
BACKGROUND Academic institutions benefit from researchers adopting leadership positions and, subsequently, leadership development programmes are of increasing importance. Despite this, no evaluation of the evidence basis for leadership development programmes for healthcare researchers has been conducted. In this study, the authors reviewed leadership development programmes for healthcare researchers and aimed to identify their impact and the factors which influenced this impact. METHODS The authors searched MEDLINE, EMBASE, CINAHL and PsycINFO between January 2000 and January 2023 for evaluations of leadership development programmes with healthcare researchers. The authors synthesised results through exploratory meta-analysis and meta-aggregation and used the Medical Education Research Study Quality Instrument (MERSQI) and Joanna Briggs Institute (JBI) Checklist for Qualitative Studies to identify higher-reliability studies. RESULTS 48 studies met inclusion criteria, of which approximately half (22) met the criteria for higher reliability. The median critical appraisal score was 10.5/18 for the MERSQI and 3.5/10 for the JBI. Common causes of low study quality appraisal related to study design, data analysis and reporting. Evaluations principally consisted of questionnaires measuring self-assessed outcomes. Interventions were primarily focused on junior academics. Overall, 163/168 categorised programme outcomes were positive. Coaching, experiential learning/project work and mentoring were associated with increased organisational outcomes. CONCLUSION Educational methods appeared to be more important for organisational outcomes than specific educational content. To facilitate organisational outcomes, educational methods should include coaching, project work and mentoring. Programmes delivered by external faculty were less likely to be associated with organisational outcomes than those with internal or mixed faculty, but this needs further investigation. Finally, improving evaluation design will allow educators and evaluators to more effectively understand factors which are reliably associated with organisational outcomes of leadership development.
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Affiliation(s)
- Harry Kingsley-Smith
- Oxford University Clinical Academic Graduate School, University of Oxford Medical Sciences Division, Oxford, UK
| | - Christian E Farrier
- Nuffield Department of Primary Health Care Sciences, University of Oxford Medical Sciences Division, Oxford, UK
| | - Daniel Foran
- Oxford University Clinical Academic Graduate School, University of Oxford Medical Sciences Division, Oxford, UK
| | - Koot Kotze
- Nuffield Department of Primary Health Care Sciences, University of Oxford Medical Sciences Division, Oxford, UK
| | - Kamal Mahtani
- Nuffield Department of Primary Health Care Sciences, University of Oxford Medical Sciences Division, Oxford, UK
| | - Sarah Short
- Nuffield Department of Surgical Sciences, University of Oxford Medical Sciences Division, Oxford, UK
| | - Anna Mae Scott
- Bond University Faculty of Health Sciences and Medicine, Gold Coast, Queensland, Australia
| | - Oscar Lyons
- Nuffield Department of Primary Health Care Sciences, University of Oxford Medical Sciences Division, Oxford, UK
- Green Templeton College, University of Oxford, Oxford, UK
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Cortez SE, Balevre PS, Schroetter SA, Tully S, Bridgers S. DNP-Authored Articles in Peer-Reviewed Journals 2011-2021. J Nurs Care Qual 2024; 39:259-265. [PMID: 38489766 DOI: 10.1097/ncq.0000000000000763] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/17/2024]
Abstract
BACKGROUND With an increasing number of doctor of nursing practice (DNP) graduates, the volume of peer-reviewed journal publications among DNP-prepared nurses is rising. PURPOSE The primary aim of this study was to quantify, analyze, and categorize DNP-authored peer-reviewed journal publications. METHODS A descriptive research design was used to analyze DNP-authored peer-reviewed journal publications in the WorldCat, EBSCO Discovery Service, and PubMed databases from 2011 through 2021. RESULTS The 3839 journal publications included at least one DNP-prepared nurse author. There were 2495 (65%) publications with a DNP first author, 921 (24%) with a DNP solo author, and 2918 (76%) included publication collaboration. The majority of publications were practice- (40%), nursing- (17%), and education-focused (15%). Science translation in evidence-based practice and quality improvement publications accounted for 24%. CONCLUSIONS This study demonstrates the proliferation of DNP-authored peer-reviewed journal publications, which may indicate an increase in the number of nursing care quality initiatives occurring in the clinical setting.
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Affiliation(s)
- Susan E Cortez
- Author Affiliations: Chamberlain University, Chicago, Illinois (Drs Cortez, Balevre, Schroetter, and Tully); and Appalachian Mountain Community Health Centers, Asheville, North Carolina (Ms Bridgers)
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Choi KR, Brush BL, Chapman SA, Costa DK, Feder SL, Gutierrez JI, Heilemann MV, Manojlovich M, Noonan D, Park LG, Potempa K, Sochalski J. Preparing nurse scientists for health services and policy research: Five-year outcomes of interprofessional postdoctoral training in the National Clinician Scholars Program. Nurs Outlook 2023; 71:102024. [PMID: 37487421 DOI: 10.1016/j.outlook.2023.102024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2023] [Revised: 06/27/2023] [Accepted: 06/28/2023] [Indexed: 07/26/2023]
Abstract
BACKGROUND The National Clinician Scholars Program (NCSP) is an interprofessional postdoctoral fellowship for physicians and nurses with a PhD. or DNP focused on health services research, policy, and leadership. PURPOSE To evaluate 5-year outcomes of nurse postdoctoral scholars in the NCSP. METHODS We describe the 5-year outcomes of nurse fellows and graduates from six NCSP sites (positions, number of peer-reviewed publications, citations, and h-index). CONCLUSION There were 53 nurses in the sample (34 alumni, 19 fellows). Approximately half (47%, n = 16) of alumni had tenure-track faculty positions and had bibliometric performance indicators (such as h-indices) 2 to 4 times greater than those previously reported for assistant professors in nursing schools nationally. NCSP nurse scholars and alumni also had an impact on community partnerships, health equity, and health policy DISCUSSION: This study highlights the potential of interprofessional postdoctoral fellowships such as the NCSP to prepare nurse scientists for health care leadership roles.
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Affiliation(s)
- Kristen R Choi
- School of Nursing, University of California, Los Angeles, CA; Department of Health Policy and Management, Fielding School of Public Health, University of California, Los Angeles, CA; National Clinician Scholars Program, Division of General Internal Medicine and Health Services Research, Department of Medicine, David Geffen School of Medicine, University of California, Los Angeles, CA.
| | - Barbara L Brush
- Department of Health Behavior and Biological Sciences, School of Nursing, University of Michigan, Ann Arbor, MI; Department of Health Behavior and Health Education, School of Public Health, University of Michigan, Ann Arbor, MI
| | - Susan A Chapman
- Department of Social and Behavioral Sciences, School of Nursing, University of California, San Francisco, CA; National Clinician Scholars Program, Philip R. Lee Institute for Health Policy Studies, University of California, San Francisco, CA
| | - Deena Kelly Costa
- School of Nursing, Yale University, Orange, CT; Section of Pulmonary, Critical Care & Sleep Medicine, Yale School of Medicine, New Haven, CT; National Clinician Scholars Program, Department of Internal Medicine, School of Medicine, Yale University, New Haven, CT
| | - Shelli L Feder
- School of Nursing, Yale University, Orange, CT; National Clinician Scholars Program, Department of Internal Medicine, School of Medicine, Yale University, New Haven, CT; Pain Research, Informatics, Multi-Morbidities, and Education (PRIME) Center, VA Connecticut Healthcare System, West Haven, CT
| | - José I Gutierrez
- National Clinician Scholars Program, Philip R. Lee Institute for Health Policy Studies, University of California, San Francisco, CA; Department of Family Health Care Nursing, School of Nursing, University of California, San Francisco, CA
| | - MarySue V Heilemann
- School of Nursing, University of California, Los Angeles, CA; National Clinician Scholars Program, Division of General Internal Medicine and Health Services Research, Department of Medicine, David Geffen School of Medicine, University of California, Los Angeles, CA
| | - Milisa Manojlovich
- National Clinician Scholars Program, Institute for Healthcare Policy and Innovation, University of Michigan, Ann Arbor, MI; Department of Systems, Populations and Leadership, School of Nursing, University of Michigan, Ann Arbor, MI
| | - Devon Noonan
- School of Nursing, Duke University, Durham, NC; National Clinician Scholars Program, Clinical and Translational Science Institute, Duke University, Durham, NC
| | - Linda G Park
- National Clinician Scholars Program, Philip R. Lee Institute for Health Policy Studies, University of California, San Francisco, CA; Department of Community Health Systems, School of Nursing, University of California, San Francisco, CA; San Francisco Veterans Affairs Medical Center, San Francisco, CA
| | - Kathleen Potempa
- Department of Systems, Populations and Leadership, School of Nursing, University of Michigan, Ann Arbor, MI
| | - Julie Sochalski
- School of Nursing, Department of Biobehavioral Health Sciences, University of Pennsylvania, Philadelphia, PA; Leonard Davis Institute for Health Economics, Philadelphia, PA; National Clinician Scholars Program, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA
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DeVoe SG, Kennedy AG, Tompkins BJ, Hitt JR, Gagnon EL, Parsons PE, Repp AB. Promoting scholarship in improvement science: A model for academic clinical departments. Learn Health Syst 2023; 7:e10338. [PMID: 37066099 PMCID: PMC10091202 DOI: 10.1002/lrh2.10338] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2022] [Revised: 07/07/2022] [Accepted: 08/09/2022] [Indexed: 11/06/2022] Open
Abstract
Introduction Clinical departments at academic medical centers strive to deliver clinical care, provide education and training, support faculty development, and promote scholarship. These departments have experienced increasing demands to improve the quality, safety, and value of care delivery. However, many academic departments lack a sufficient number of clinical faculty members with expertise in improvement science to lead initiatives, teach, and generate scholarship. In this article, we describe the structure, activities, and early outcomes of a program within an academic department of medicine to promote scholarly improvement work. Methods The Department of Medicine at the University of Vermont Medical Center launched a Quality Program with three primary goals: (a) improve care delivery, (b) provide education and training, and (c) promote scholarship in improvement science. The program serves as a resource center for students, trainees and faculty, offering education and training, analytic support, consultation in design and methodology, and project management. It strives to integrate education, research, and care delivery to learn, apply evidence and improve health care. Results Over the first 3 years of full implementation, the Quality Program supported an average of 123 projects annually, including prospective clinical quality improvement initiatives, retrospective assessment of clinical programs and practices, and curriculum development and evaluation. The projects have yielded a total of 127 scholarly products, defined as peer-reviewed publications and abstracts, posters, and oral presentations at local, regional, and national conferences. Conclusions The Quality Program may serve as a practical model for promoting care delivery improvement, training, and scholarship in improvement science while advancing the goals of a learning health system at the level of an academic clinical department. Dedicated resources within such departments offer the potential to enhance care delivery while promoting academic success for faculty and trainees in improvement science.
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Affiliation(s)
| | - Amanda G. Kennedy
- Department of Medicine Quality Program, Robert Larner, MD College of MedicineThe University of VermontBurlingtonVermontUSA
- Department of Medicine, Robert Larner, MD College of MedicineThe University of VermontBurlingtonVermontUSA
| | - Bradley J. Tompkins
- Department of Medicine Quality Program, Robert Larner, MD College of MedicineThe University of VermontBurlingtonVermontUSA
| | - Juvena R. Hitt
- Department of Medicine Quality Program, Robert Larner, MD College of MedicineThe University of VermontBurlingtonVermontUSA
| | - Eric L. Gagnon
- Office of the Dean, Robert Larner, MD College of MedicineThe University of VermontBurlingtonVermontUSA
| | - Polly E. Parsons
- Department of Medicine, Robert Larner, MD College of MedicineThe University of VermontBurlingtonVermontUSA
| | - Allen B. Repp
- Department of Medicine Quality Program, Robert Larner, MD College of MedicineThe University of VermontBurlingtonVermontUSA
- Department of Medicine, Robert Larner, MD College of MedicineThe University of VermontBurlingtonVermontUSA
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Research focused doctoral nursing education in the 21st century: Curriculum, evaluation, and postdoctoral considerations. J Prof Nurs 2023; 44:38-53. [PMID: 36746599 DOI: 10.1016/j.profnurs.2022.11.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Revised: 11/03/2022] [Accepted: 11/05/2022] [Indexed: 12/13/2022]
Abstract
The AACN position statement on The Research-Focused Doctoral Program in Nursing: Pathways to Excellence was revised in 2022 by an AACN Task Force charged with creating a new vision for the PhD and similar programs in nursing. This document, which was informed by hundreds of academic nursing stakeholders, yields expectations and recommendations for PhD program curriculum, program evaluation, post-doctoral competencies, and resources. Results of an AACN 2021 survey indicated increased enrollment in PhD programs 2017-2000. Fifteen percent of students were enrolled in BSN-PhD, programs, 70 % of schools reported external review, and overall average time to degree completion was 5 years. Considerations for the education for the research doctorate include development of curriculum that fosters the scholarship of discovery and scientific inquiry and implements systematic evaluation of program outcomes while advancing postdoctoral competencies and resources, including the post-doctoral fellowship. Comprehensive assessment of the PhD program promotes ongoing program analysis and quality. Postdoctoral fellowships advance the science of nursing via the creation of a culture and workforce for nursing research. Successful postdoctoral programs have mentors, resources, and infrastructure to adequately enable the fellow to progress in their line of inquiry and develop as an investigator.
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Kesten K, Moran K, Beebe SL, Conrad D, Burson R, Corrigan C, Manderscheid A, Pohl E. Practice scholarship engagement as reported by nurses holding a doctor of nursing practice degree. J Am Assoc Nurse Pract 2021; 34:298-309. [PMID: 34074953 DOI: 10.1097/jxx.0000000000000620] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2021] [Accepted: 04/28/2021] [Indexed: 10/21/2022]
Abstract
BACKGROUND Nearly 15 years after the introduction of the doctor of nursing practice (DNP) degree, stakeholders anticipate practice scholarship outcomes from graduates. PURPOSE To examine the frequency of engagement in practice scholarship, the relationship between the knowledge gained in DNP programs and the frequency of engagement in practice scholarship and the relationship between engagement in practice scholarship, work role, and years since graduation with a DNP degree, as reported by practicing nurses. METHODOLOGY This cross-sectional study recruited 306 practicing DNP graduates via a national organization and employed an electronic survey. Descriptive and inferential statistics, correlational analysis, and a one-way analysis of variance were conducted on demographics and outcome variables for 269 completed surveys. RESULTS The practice scholarship activity reported most frequently was evaluation of current clinical evidence and least frequently was dissemination of policy papers. Reported knowledge gained from DNP programs and frequency of engagement in practice scholarship indicate a weak positive correlation. There was a significant difference in the direct care work role and practice scholarship engagement compared with other roles, and between those practicing greater than 10 years and those with less experience. CONCLUSIONS Results highlight the underutilization of knowledge gained in DNP programs and engagement in practice scholarship. The study emphasizes the complexity of realizing practice scholarship outcomes of DNP-prepared nurses to influence patients, populations, systems, and policy as well as the advancement of the nursing profession. IMPLICATIONS This is a call to action for DNP graduates, academia, practice, and the nursing profession to support and value practice scholarship.
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Affiliation(s)
- Karen Kesten
- School of Nursing, The George Washington University, Washington, District of Columbia
| | - Katherine Moran
- Kirkhof College of Nursing, Grand Valley State University, Allendale, Michigan
| | - Sarah L Beebe
- School of Nursing, The George Washington University, Washington, District of Columbia
| | - Dianne Conrad
- Kirkhof College of Nursing, Grand Valley State University, Allendale, Michigan
| | - Rosanne Burson
- College of Health Professions McAuley School of Nursing, University Detroit Mercy, Detroit, Michigan
| | - Catherine Corrigan
- Psychotherapy and Community Health, Dublin City University, Dublin, Ireland
| | - Amy Manderscheid
- Kirkhof College of Nursing, Grand Valley State University, Allendale, Michigan
| | - Elizabeth Pohl
- Kirkhof College of Nursing, Grand Valley State University, Allendale, Michigan
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