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Anderson J, Berryman K, Dowd J, Kenny C, Luib P, Nkrumah I, Reilly L, Retano-Anderson A, Ronquillo K, Wadhawan A, Birnbaum S. Student Reflections on Learning in a Doctoral-Level Writing Course. Nurse Educ 2024; 49:284-288. [PMID: 38235745 DOI: 10.1097/nne.0000000000001606] [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: 01/19/2024]
Abstract
BACKGROUND Programs to improve student writing have been deployed widely in nursing graduate education, but few operational indicators exist for measuring their value. PROBLEM The challenge of measuring outcomes reflects the complexity of what transpires when graduate students write. Better understanding is needed of what it means to students to "learn" from writing support. APPROACH A full-semester writing course was implemented in a nursing science PhD program. In formative course assessment activities, students identified problems in early drafts of their work, which they subsequently learned to detect and resolve. In this article, students report what was learned. CONCLUSION Writing skills, like clinical skills, are intertwined with intellectual maturation and sense of professional identity. Writing, like clinical learning, requires an investment of time and labor far beyond what is typical in didactic approaches to classroom-based graduate education. Our experience suggests a need to reconceptualize writing pedagogy in nursing.
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Affiliation(s)
- Jessica Anderson
- PhD student (Mss Anderson, Berryman, Dowd, Kenny, Reilly, Retano-Anderson, Ronquillo, and Wadhawan and Messrs Luib and Nkrumah) and Associate Professor (Dr Birnbaum), Rutgers University School of Nursing, Newark, New Jersey
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2
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Wang M, Xu JO, Luo CF, Lv F, Wei LZ. Qualitative comparative analysis of learning engagement among Chinese part-time master's students in nursing. NURSE EDUCATION TODAY 2024; 138:106194. [PMID: 38640841 DOI: 10.1016/j.nedt.2024.106194] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/27/2023] [Revised: 03/09/2024] [Accepted: 04/02/2024] [Indexed: 04/21/2024]
Abstract
BACKGROUND Graduate nursing education plays an important role in the development of an innovative nation. Such education benefits the health of the community by cultivating competent and highly skilled nurses who can provide safe and quality nursing care. The number of students pursuing nursing degrees in China is insufficient, to meet the social demand for advanced practice nurses. The part-time Master of Nursing Specialist program for students offers flexible learning options for working nurses. However, the relatively low level of learning engagement exhibited by this group has raised concerns among policy-makers and nursing educators. An in-depth study of the factors affecting the learning engagement of part-time Master of Nursing Specialist postgraduates, especially with regard to their combined effect, is expected to provide a basis for improving the level of learning engagement among such students. METHODS This study used ability-motivation-opportunity-theory and fuzzy-set qualitative comparative analysis to analyze the relationships between five conditions (i.e., supportive campus environment, supportive work environment, student-faculty interaction, research motivation and time management ability) and learning engagement by reference to data collected from a sample of 225 part-time Master of Nursing Specialist students who were enrolled in China. RESULTS The fuzzy-set qualitative comparative analysis results indicated that individual examples of these antecedent conditions were insufficient to influence learning engagement. In contrast, three combinations of the five conditions led to high levels of learning engagement, and substitutability and complementarity were observed among the various elements in the configuration. CONCLUSIONS Research motivation, student-faculty interaction, a supportive work environment and time management are factors that can influence part-time postgraduates' learning engagement. Supervisors can enhance their research skills and expertise, hospitals can establish supportive environments for students, and students can strengthen their research motivation and time management abilities.
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Affiliation(s)
- Min Wang
- School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, China; Peking University Cancer Hospital (Inner Mongolia Campus)/Affiliated Cancer Hospital Of Inner Mongolia Medical University, Hohhot, China
| | - Jian-Ou Xu
- School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, China
| | - Cai-Feng Luo
- School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, China.
| | - Fei Lv
- School of Medicine, Jingjiang College of Jiangsu University, Zhenjiang, Jiangsu, China
| | - Lan-Zhi Wei
- School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, China
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Marquez B, Gannon ME, Rocafort T. Engaging Students and Faculty in a Collaborative Learning Environment: Let's Check-In! Nurse Educ 2023; 48:98-102. [PMID: 36066558 DOI: 10.1097/nne.0000000000001284] [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: 11/25/2022]
Abstract
BACKGROUND The increasing move to distance education has exposed gaps in the implementation and sustainability of collaborative learning. Collaborative learning requires a mutual approach to knowledge building, which includes both students and faculty. PURPOSE This quality improvement pilot focused on providing additional socialization and collaborative learning in an asynchronous environment. METHODS A review of the literature identified opportunities to address the social and academic needs of students pursuing an online degree, along with strategies to address feelings of isolation experienced by some students in a distance learning environment. The Let's Check-In: Tips for Success webinars were developed and integrated throughout the graduate curriculum. RESULTS Students provided positive feedback verbally and in end-of-course evaluations. Course faculty reported a more synergistic approach to teaching. CONCLUSION Let's Check-In: Tips for Success provided an environment where student communication and understanding of course content increased.
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Affiliation(s)
- Beth Marquez
- Dean (Dr Marquez) and Associate Professor (Drs Gannon and Rocafort), DNP Degree Program, Chamberlain College of Nursing, Chicago, Illinois
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Cleary M, Thapa DK, West S, Lopez V, Williamson M, Sahay A, Kornhaber R. Mentoring students in doctoral nursing programs: A scoping review. J Prof Nurs 2023; 45:71-88. [PMID: 36889896 DOI: 10.1016/j.profnurs.2023.01.010] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2022] [Revised: 01/05/2023] [Accepted: 01/18/2023] [Indexed: 02/17/2023]
Abstract
BACKGROUND Academic mentorship usually involves an ongoing, supportive relationship between experienced academics and research candidates, and is fundamental to establishing and nurturing scholarship and the skills for dealing with the changing demands of the academic environment. Mentoring is a valuable strategy for the development of students enrolled in doctoral nursing programs (Doctor of Philosophy in Nursing - PhD, Doctor of Nursing Practice - DNP, Doctor of Nursing Science - DNS, and Doctoral Education in Nursing - EdD). PURPOSE To report mentorship experiences among doctoral nursing students and academic mentors, identify positive and negative attributes of mentors and the relationship between mentors and students, and assess the benefits and barriers of mentoring. METHODS Relevant empirical studies published until September 2021 were identified using PubMed, CINAHL and Scopus electronic databases. Quantitative, qualitative, and mixed method studies published in English language which reported on mentorship among doctoral nursing students were included. Data were synthesized into a scoping review with findings presented as a narrative summary. RESULTS The review included 30 articles, mostly from the USA, which reported on the mentoring relationship, experiences, benefits, and barriers of mentoring for the student and the mentor. Students valued mentor attributes such as being a role model, respectful, supportive, inspiring, approachable, accessible, a content expert and a good communicator. Benefits of mentoring included enhanced experience of research endeavours, scholarly writing and scientific publication, networking support, improved student retention, timely completion of the project, and career readiness, as well as developing one's own mentoring skills for future mentoring of others. Despite the identified benefits, there are a number of barriers related to mentoring including access to mentorship support, limited mentoring skills among faculty, and lack of compatibility between students and mentors. CONCLUSIONS This review highlighted students' expectations versus their reality of mentoring, which suggested areas for improvement in mentoring doctoral nursing students, in particular the need for mentorship competency, support, and compatibility. Additionally, there is a need for more robust research designs to understand the nature and characteristics of mentorship programs for doctoral nursing students and to assess the expectations and wider experiences of mentors.
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Affiliation(s)
- Michelle Cleary
- School of Nursing, Midwifery & Social Sciences, CQUniversity, Australia.
| | | | - Sancia West
- School of Nursing, Midwifery & Social Sciences, CQUniversity, Australia
| | - Violeta Lopez
- School of Nursing, Midwifery & Social Sciences, CQUniversity, Australia
| | - Moira Williamson
- School of Nursing, Midwifery & Social Sciences, CQUniversity, Australia
| | - Ashlyn Sahay
- School of Nursing, Midwifery & Social Sciences, CQUniversity, Australia
| | - Rachel Kornhaber
- College of Health and Medicine, University of Tasmania, Sydney, NSW, Australia
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5
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Micsinszki SK, Yeung L. Adapting "Shut Up & Write! ®" to Foster Productive Scholarly Writing in Graduate Nursing Students. J Contin Educ Nurs 2021; 52:313-318. [PMID: 34166156 DOI: 10.3928/00220124-20210611-05] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Productive scholarly writing is important for succeeding in graduate nursing programs such as thesis-and practice-based master's or doctoral degrees. Nurses pursuing graduate-level programs are expected to produce high-level scholarly writing manuscripts. However, writing typically is an independent and isolating endeavor. This article describes a student-led writing group ("Sit Down & Write!") that was adapted from the "Shut Up & Write!" (SUAW) structure. Five strategies were incorporated to meet the unique needs of graduate nursing students and foster productivity: (a) provide space for diverse groups of nursing students to participate, (b) offer flexible scheduling, (c) accommodate a flexible group structure, (d) host longer sessions, and (e) allow time to discuss writing goals. Overall, Sit Down and Write! provided a community of productive writing support. Future adaptations may consider providing a virtual option so sessions are accessible to students who are unable to join in-person. [J Contin Educ Nurs. 2021;52(7):313-318.].
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Troublesome knowledge for entry-level PhD nursing students: Threshold concepts essential for the research-focused doctorate. J Prof Nurs 2021; 37:572-577. [PMID: 34016316 DOI: 10.1016/j.profnurs.2021.03.006] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2020] [Indexed: 10/21/2022]
Abstract
BACKGROUND Evidence supports that PhD doctoral students experience conceptually difficult knowledge, or troublesome knowledge, during their studies. These areas of troublesome knowledge are often associated with threshold concepts, those ideas specific to a discipline that must be understood to advance ways of thinking and making knowledge in the discipline. PURPOSE To examine troublesome knowledge identified by a group of PhD nursing students during an introductory course and to consider threshold concepts related to that knowledge. METHOD Design: Case study research methodology. SAMPLE 18 entry-level PhD nursing students recruited with convenience sampling. DATA COLLECTION Content analysis was used to analyze data collected from student reflective learning journals. Journal data was triangulated with formative and summative faculty assessments of student learning. RESULTS Three essential threshold concepts for entry-level PhD nursing students were identified: developing new ways of knowing, constructing researcher and writer identity, and positioning within the nursing research community. Analysis indicates that entry-level students found the threshold concept of constructing researcher and writer identity most troublesome. CONCLUSION A PhD introductory nursing course which includes metacognitive activities, scaffolding of assignments, and early positioning within the research community can assist students with mastery of threshold concepts for the research-focused doctorate.
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Puzantian H, Darwish H. Redesigning a PhD measurement course for a new era in nursing science. J Prof Nurs 2021; 37:387-390. [PMID: 33867095 PMCID: PMC7191290 DOI: 10.1016/j.profnurs.2020.04.019] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2019] [Revised: 04/22/2020] [Accepted: 04/27/2020] [Indexed: 11/29/2022]
Abstract
Measurement is at the core of the research process. At the PhD level, students need to develop an in-depth understanding of measures relevant to their area of work and refine their knowledge of measurement issues. Traditionally, measurement coursework in Nursing focused on the psychometric evaluation of instruments measuring cognition and behavior. However, in the age of Big Data, precision medicine, and translational science, PhD students need to develop knowledge and skills relevant to these fields and to collaborate with experts from the different disciplines. Therefore, Nursing faculty need to recognize the state-of-the-science of nursing research and tend to a variety of measurement issues across a spectrum of operationalized concepts. Herein we present an overview of learning outcomes, instructional content and methods of delivery for a contemporary PhD-level course on measurement for Nursing Science. We also present our experience in the design, implementation, and evaluation of a novel PhD measurement course. Integrating data science and translational research in measurement course Providing advanced, multidisciplinary training to PhD students Encouraging analytical thinking for use of advanced research methods
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Affiliation(s)
- Houry Puzantian
- Hariri School of Nursing, American University of Beirut, Beirut, Lebanon.
| | - Hala Darwish
- Hariri School of Nursing, American University of Beirut, Beirut, Lebanon; Nehme and Therese Tohme Multiple Sclerosis Center, American University of Beirut Medical Center, Beirut, Lebanon.
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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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Affiliation(s)
- Deborah E Tyndall
- College of Nursing, East Carolina University, Health Sciences Building, Greenville, NC 27858, United States of America.
| | - Gina C Firnhaber
- College of Nursing, East Carolina University, Health Sciences Building, Greenville, NC 27858, United States of America.
| | - K Brooke Kistler
- College of Nursing, East Carolina University, Health Sciences Building, Greenville, NC 27858, United States of America.
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9
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Smith AB, Umberfield E, Granner JR, Harris M, Liestenfeltz B, Shuman C, Smith EML. Development and preliminary testing of the collaboration for leadership and innovation in mentoring survey: An instrument of nursing PhD mentorship quality. NURSE EDUCATION TODAY 2021; 98:104747. [PMID: 33465679 PMCID: PMC7924009 DOI: 10.1016/j.nedt.2021.104747] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/22/2020] [Revised: 10/30/2020] [Accepted: 12/31/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND High-quality PhD nursing student mentorship facilitates student and program success. Extant literature recommends evaluating and improving mentorship to foster optimal PhD student development. However, a comprehensive measure capturing all aspects of mentorship salient to PhD nursing student wellbeing and success is not available. OBJECTIVES The purpose of this pilot study was to develop a new instrument - the Collaboration for Leadership and Innovation in Mentoring (CLIM) - for quantifying important components of PhD student mentorship in nursing, and to preliminarily test its psychometric properties (content validity, sensitivity, test-retest reliability). DESIGN The study employed a cross-sectional design. SETTING The CLIM instrument was administered to nursing PhD students at a public state university in the United States. PARTICIPANTS Sixteen nursing PhD students at various stages in their degree progression completed the instrument. METHODS PhD nursing students developed unique items based on qualitative data collected by the University using an Appreciative Inquiry framework. Seven nursing and non-nursing experts with experience in PhD mentorship evaluated content validity. After revisions, the final 44-item instrument was administered at two time points (one month apart) to allow assessment of test-retest reliability. Test-retest reliability was evaluated using Spearman-rank correlations and data from students with ≥1 year of experience with their mentor. RESULTS Response rates were 94% for both administrations (n = 16). The instrument's overall Content Validity Index (CVI) was 0.91 (p = 0.05). Test-retest analyses resulted in high correlations (r = 0.91, p < 0.001), further supporting reliability of the CLIM instrument. CONCLUSIONS Preliminary evidence suggests that the CLIM instrument is a reliable instrument of PhD mentorship in nursing. However, additional testing in larger and more diverse graduate student populations is needed to evaluate internal consistency reliability, among other psychometric properties.
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Affiliation(s)
- Asa B Smith
- School of Nursing, Indiana University, Indianapolis, IN, USA
| | - Elizabeth Umberfield
- Richard M. Fairbanks School of Public Health, Indiana University, Indianapolis, IN, USA
| | | | - Melissa Harris
- School of Nursing, University of Michigan, Ann Arbor, MI, USA
| | | | - Clayton Shuman
- School of Nursing, University of Michigan, Ann Arbor, MI, USA
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10
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Smaldone A, Larson EL. What PhD competencies should guide the preparation of nurse scientists? J Prof Nurs 2021; 37:201-203. [PMID: 33674094 PMCID: PMC7415220 DOI: 10.1016/j.profnurs.2020.06.010] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2020] [Revised: 06/24/2020] [Accepted: 06/30/2020] [Indexed: 12/05/2022]
Abstract
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.
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Affiliation(s)
- Arlene Smaldone
- Columbia University School of Nursing, New York, NY, United States of America; College of Dental Medicine, Columbia University Medical Center, New York, NY, United States of America.
| | - Elaine L Larson
- Columbia University School of Nursing, New York, NY, United States of America; Department of Epidemiology, Mailman School of Public Health, Columbia University, New York, NY, United States of America
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11
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Essential oncology nursing care along the cancer continuum. Lancet Oncol 2020; 21:e555-e563. [PMID: 33212045 DOI: 10.1016/s1470-2045(20)30612-4] [Citation(s) in RCA: 40] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2020] [Revised: 09/25/2020] [Accepted: 10/06/2020] [Indexed: 12/24/2022]
Abstract
Oncology nurses are at the heart of tackling the increasing global burden of cancer. Their contribution is unique because of the scale and the diversity of care roles and responsibilities in cancer care. In this Series paper, to celebrate the International Year of the Nurse and Midwife, we highlight the contribution and impact of oncology nurses along the cancer care continuum. Delivering people-centred integrated care and optimal communication are essential components of oncology nursing care, which are often played down. More oncology nurses using, doing, and leading research will further show the key nursing impact on care as part of a team. The oncology nurse influence in saving lives through prevention and early detection of cancer is noteworthy. Supportive care, the central pillar of oncology nursing, enables and empowers people to self-manage where possible. Globally, oncology nurses make a great positive difference to cancer care worldwide; their crucial contribution throughout the continuum of care warrants the inclusion and promotion of nursing in every country's cancer strategy. 2020 is the year of the nurse: let us take this learning to the future.
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12
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Increasing nursing research capacity: The roles and contributions of nurse scientists within healthcare systems in the Greater Philadelphia region. Appl Nurs Res 2020; 55:151288. [DOI: 10.1016/j.apnr.2020.151288] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2019] [Revised: 03/24/2020] [Accepted: 05/07/2020] [Indexed: 11/20/2022]
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Jones-Hooker C, Davis S, Griffith S, Mizelle E, Hubbard L, Dickerson K, Scott ES. Strategies for progression in a PhD nursing program within a transition model. Nurs Forum 2020; 55:473-479. [PMID: 32314377 DOI: 10.1111/nuf.12451] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/24/2019] [Revised: 03/18/2020] [Accepted: 03/24/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND There is a need for interventions to improve the PhD pipeline for nursing program enrollment. PhD nursing students who have navigated the program successfully are in a strategic position to help by sharing their stories. Several strategies for successful completion of a PhD program and some common expected barriers have been documented in the literature. METHOD The authors used personal reflections from their first and second years of study in a PhD nursing program to identify strategies to progress through a program. The personal reflections were analyzed by their student cohort and a faculty advisor using the Bridges' Transition Model as a theoretical framework. The cohort members included five females and one male, ages 29-48, attending a PhD nursing program in the Southeastern, US. RESULTS The following strategies were identified from the personal reflections: seeking and offering support within your cohort; establishing a relationship with mentors; identifying and using a reference manager; mastering time management; soaking up statistics; and focusing on your focus. The strategies listed above occurred within the ending and/or neutral zone phases of the Bridges' Transition Model. CONCLUSION It is important to note the early phases of transition and need for success strategies in these specific phases of transition. PhD nursing students are in a strategic position to positively influence the PhD pipeline by providing personal reflections that inform future PhD nursing students as well as PhD nursing programs.
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Affiliation(s)
- Christa Jones-Hooker
- Department of Nursing Science, East Carolina University, Greenville, North Carolina
| | - Suja Davis
- Department of Nursing Science, East Carolina University, Greenville, North Carolina
| | - Sara Griffith
- Department of Nursing Science, East Carolina University, Greenville, North Carolina
| | - Elizabeth Mizelle
- Department of Nursing Science, East Carolina University, Greenville, North Carolina
| | - Lori Hubbard
- Department of Nursing Science, East Carolina University, Greenville, North Carolina
| | - Kent Dickerson
- Department of Nursing Science, East Carolina University, Greenville, North Carolina
| | - Elaine S Scott
- Department of Nursing Science, East Carolina University, Greenville, North Carolina
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Stanfill AG, Aycock D, Dionne‐Odom JN, Rosa WE. Strategies and Resources for Increasing the PhD Pipeline and Producing Independent Nurse Scientists. J Nurs Scholarsh 2019; 51:717-726. [DOI: 10.1111/jnu.12524] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/25/2019] [Indexed: 12/20/2022]
Affiliation(s)
- Ansley Grimes Stanfill
- Associate Professor & Associate Dean of Research University of Tennessee Health Science Center, College of Nursing Memphis TN USA
| | - Dawn Aycock
- Associate Professor & Director, PhD in Nursing Program Georgia State University, Byrdine F. Lewis College of Nursing and Health Professions Atlanta GA USA
| | - J. Nicholas Dionne‐Odom
- Assistant Professor University of Alabama at Birmingham, School of Nursing Birmingham AL USA
| | - William E. Rosa
- Robert Wood Johnson Foundation Future of Nursing Scholar University of Pennsylvania, School of Nursing Philadelphia PA USA
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Weggemans MM, Friesen F, Kluijtmans M, Prakken B, Ten Cate O, Woods NN, Rosenblum ND. Critical Gaps in Understanding the Clinician-Scientist Workforce: Results of an International Expert Meeting. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2019; 94:1448-1454. [PMID: 31135403 DOI: 10.1097/acm.0000000000002802] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Clinician-scientists-health care professionals expert in research and clinical practice-can play a vital role in translating research outcomes to clinical practice. Concerns about the sustainability of the clinician-scientist workforce have been expressed in the literature for decades. Although many have made recommendations to increase the clinician-scientist workforce, there has been no substantial change. Therefore, an international expert meeting was held in March 2017 in Utrecht, the Netherlands, with the goal of discovering unidentified gaps in our understanding of challenges to the sustainability of the clinician-scientist workforce. Nineteen individuals (steering committee members; representatives from the AAMC, AFMC, and RCPSC; and physician-scientists, nurse-scientists, education scientists, deans, vice deans, undergraduate and postgraduate program directors, and a medical student) from Canada, the Netherlands, the United States, and Singapore participated in the meeting. The meeting identified 3 critical questions to be addressed: (1) What is the particular nature of the clinician-scientist role? (2) How are clinician-scientists to be recognized within the health and health research ecosystem? and (3) How can the value that clinician-scientists add to translational medicine and research be clarified to stakeholders and the public? The meeting participants identified a 3-fold agenda to address these questions: articulating the value proposition of clinician-scientists, supporting professionalization and professional identity development, and integrating clinical and research training. Addressing the 3 critical questions will likely contribute to a wider recognition of the value of clinician-scientists and be a first step in advancing from recommendations toward system-level changes to reinvigorate the clinician-scientist workforce.
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Affiliation(s)
- Margot M Weggemans
- M.M. Weggemans is a PhD student, Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, the Netherlands; ORCID: https://orcid.org/0000-0001-9475-0731. F. Friesen is education knowledge broker and program coordinator, Centre for Faculty Development, Faculty of Medicine, University of Toronto at St. Michael's Hospital, Toronto, Ontario, Canada; ORCID: https://orcid.org/0000-0001-9529-2795. M. Kluijtmans is professor, Education Center, University Medical Center Utrecht, Utrecht, the Netherlands; ORCID: https://orcid.org/0000-0001-6601-7639. B. Prakken is professor, vice dean of education, and director, Education Center, University Medical Center Utrecht, Utrecht, the Netherlands; ORCID: https://orcid.org/0000-0001-8488-4816. O. ten Cate is professor and senior scientist, Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, the Netherlands; ORCID: https://orcid.org/0000-0002-6379-8780. N.N. Woods is associate professor, Department of Family and Community Medicine, and scientist, Wilson Centre, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada; ORCID: https://orcid.org/0000-0002-2976-1108. N.D. Rosenblum is professor and Canada Research Chair in Developmental Nephrology, Hospital for Sick Children, Department of Paediatrics, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada; ORCID: https://orcid.org/0000-0003-1767-6464
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Fostering scholarship in doctoral education: Using a social capital framework to support PhD student writing groups. J Prof Nurs 2019; 35:300-304. [DOI: 10.1016/j.profnurs.2019.02.002] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2018] [Revised: 01/28/2019] [Accepted: 02/04/2019] [Indexed: 11/19/2022]
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Nersesian PV, Starbird LE, Wilson DM, Marea CX, Uveges MK, Choi SSW, Szanton SL, Cajita MI. Mentoring in research-focused doctoral nursing programs and student perceptions of career readiness in the United States. J Prof Nurs 2019; 35:358-364. [PMID: 31519338 DOI: 10.1016/j.profnurs.2019.04.005] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2018] [Revised: 04/05/2019] [Accepted: 04/12/2019] [Indexed: 11/28/2022]
Abstract
BACKGROUND Research-focused doctorate nursing programs are expanding and seek to double the number of doctoral-prepared nurses by 2020. There is little empirical evidence of the contributions of mentoring to doctoral nursing students' readiness for their desired careers. PURPOSE This study assessed characteristics and practices of nursing PhD students, the mentoring practices of their advisors, and the likelihood of self-reported career readiness. DESIGN A nationwide descriptive, cross-sectional study of PhD students in the United States was conducted using an electronic survey platform. A sample of 380 PhD students representing 64 schools was surveyed from January to July 2016. METHODS Descriptive statistics and ordered logistic regression were used to describe the sample and determine likelihood of career readiness by three readiness levels. FINDINGS Results revealed greater likelihood of career readiness for students that: (1) perceived their proficiency in key scholarly skills as high, (2) were older, (3) worked a larger number of hours per week, (4) had more responsibilities outside of school, (5) had both advising and mentoring support, (6) had a co-advisor, and (7) attended a private university. CONCLUSION Enrollment targets should be based on a faculty-to-doctoral student ratio that optimizes advising and mentoring and schools should provide mentoring guidelines and training for faculty.
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Affiliation(s)
- Paula V Nersesian
- School of Nursing, Johns Hopkins University, 525 N. Wolfe Street, Baltimore, MD 21205, USA.
| | - Laura E Starbird
- Center for Health Policy, Columbia University School of Nursing, 560 W. 168th St., New York, NY 10032, USA
| | - Damali M Wilson
- School of Nursing, Johns Hopkins University, 525 N. Wolfe Street, Baltimore, MD 21205, USA
| | - Christina X Marea
- School of Nursing, Johns Hopkins University, 525 N. Wolfe Street, Baltimore, MD 21205, USA
| | - Melissa K Uveges
- Center for Bioethics, Harvard Medical School, 641 Huntington, Ave., Boston, MA 02115, USA
| | - Scott Seung W Choi
- College of Health Professions, Towson University, 8000 York Road, Towson, MD 21252, USA
| | - Sarah L Szanton
- School of Nursing, Johns Hopkins University, 525 N. Wolfe Street, Baltimore, MD 21205, USA
| | - Maan Isabella Cajita
- School of Nursing, University of Pittsburgh, 3500 Victoria Street, Pittsburgh, PA 15213, USA
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Zadvinskis IM, Melnyk BM. Making a Case for Replication Studies and Reproducibility to Strengthen Evidence‐Based Practice. Worldviews Evid Based Nurs 2019; 16:2-3. [DOI: 10.1111/wvn.12349] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Inga M. Zadvinskis
- The Helene Fuld Health Trust National Institute for Evidence‐Based Practice in Nursing and HealthcareThe Ohio State University College of Nursing Columbus OH USA
| | - Bernadette Mazurek Melnyk
- The Helene Fuld Health Trust National Institute for Evidence‐based Practice, College of Nursing, The Ohio State University Columbus OH USA
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Partnership for development: A peer mentorship model for PhD students. J Prof Nurs 2017; 33:363-369. [PMID: 28931484 DOI: 10.1016/j.profnurs.2017.03.004] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2016] [Revised: 03/04/2017] [Accepted: 03/22/2017] [Indexed: 11/23/2022]
Abstract
Formal mentoring relationships socialize Doctor of Philosophy (PhD) students to their current and future roles as nursing scholars. Despite formal mentoring, some students may desire or benefit from additional mentoring in an informal setting. Informal mentoring complements the one-to-one relationship students develop with a primary faculty mentor or dissertation chair. This manuscript describes the development, implementation, and evaluation of a student-driven, peer mentorship model, titled Partnership for Development. This small group, peer mentorship model was implemented in a PhD program at a School of Nursing during an academic year. Five student peer facilitators organized a total of 32 PhD students, 2 post-doctoral associates, and invited 5 faculty to participate. Data includes pre- and post-implementation surveys completed by the students and peer facilitator field notes. Student reported post-participation benefits included: getting to know faculty in an informal setting (n=6), socializing with students from other cohorts (n=6), and obtaining a sense of camaraderie with other PhD students (n=5). We recommend peer mentorship for other PhD programs as a way to socialize PhD students into the role of nurse scientist and assist students during their tenure as a PhD student.
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