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Alexander KA, Aycock D, Randolph SD, Cothran F, Young HM, Harden JT. Leadership in Nursing Science: Four Scholarly Journeys Rooted in Historically Black College and University Excellence. J Prof Nurs 2024; 50:35-42. [PMID: 38369369 DOI: 10.1016/j.profnurs.2023.10.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2023] [Revised: 10/06/2023] [Accepted: 10/10/2023] [Indexed: 02/20/2024]
Abstract
The intricacies of the unique educational and leadership development trajectories of Black PhD-prepared nurse scientists are largely invisible in nursing faculty development literature. A broadened understanding of nursing leadership development and science mentorship can facilitate support for the next generation of Black nurse scientists. Historically Black Colleges and Universities (HBCUs) can serve as formative launch pads for nurse scientist development. However, the role of HBCUs and strategies for supporting robust educational and mentor/training opportunities for Black PhD-prepared nurse scientists require thoughtful description and application. Incorporating an intrapersonal, interpersonal, and integrative leadership framework, we describe and synthesize four Black nurse scientists and HBCU graduates' experiences to highlight early science mentorship and leadership resilience through the excellent educational foundations provided at HBCUs.
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Affiliation(s)
- Kamila A Alexander
- Johns Hopkins University School of Nursing, 525 N. Wolfe Street, N430G, Baltimore, MD 21205, United States of America.
| | - Dawn Aycock
- Georgia State University, College of Nursing, Urban Life Building, Rm. 961, PO BOX 4019, Atlanta, GA 30302-4019, United States of America
| | - Schenita D Randolph
- Duke University School of Nursing, 307 Trent Drive, Durham, NC 27710, United States of America
| | - Fawn Cothran
- National Alliance for Caregiving, 1730 Rhode Island Avenue NW, Suite 812, Washington, DC, 20036, United States of America
| | - Heather M Young
- Betty Irene Moore School of Nursing, 2570 48th Street, Sacramento, CA 95817, United States of America; Betty Irene Moore Fellowship for Nurses and Innovators, 2570 48th Street, Sacramento, CA 95817, United States of America
| | - J Taylor Harden
- University of Texas at Austin, School of Nursing, 1710 Red River Street, Austin, TX 78712, United States of America
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Kurtzman ET, Wyche KF. PhD program faculty: Preparing the next generation of nurse researchers. J Prof Nurs 2023; 49:90-94. [PMID: 38042567 DOI: 10.1016/j.profnurs.2023.09.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2023] [Revised: 09/16/2023] [Accepted: 09/18/2023] [Indexed: 12/04/2023]
Abstract
This article explores approaches to strengthening research education in nursing doctoral (PhD) programs with a focus on the roles of interdisciplinary faculty and the National Institute of Nursing Research (NINR), 2022-2026 Strategic Plan. Our view is that these components are interrelated and essential in educating the next generation of nurse researchers. To explore these topics, we undertook two analyses: (1) an examination of the preparation of PhD directors across the 119 AACN member schools; and (2) an evaluation of NIH funding levels to schools of nursing and the principal investigators' backgrounds among NINR grantees. We found significant homogeneity in the backgrounds of PhD directors in schools of nursing and considerable NINR funding to non-nurse researchers on topics within the nursing discipline. To strengthen the research infrastructure of PhD programs and achieve the American Association of Colleges of Nursing's (AACN) vision for doctoral education, we suggest incorporating interdisciplinary faculty and greater utilization of the NINR Strategic Plan.
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Affiliation(s)
- Ellen T Kurtzman
- Edward J. Bloustein School of Planning and Public Policy, Rutgers University, 33 Livingston Avenue, New Brunswick, NJ 08901, United States of America.
| | - Karen Fraser Wyche
- School of Nursing, The George Washington University, 1919 Pennsylvania Avenue, NW, Suite 500, Washington, DC 20006, United States of America.
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Abstract
BACKGROUND Nursing science is heavily dependent on nurse scientists with adequate funding. Nurse scientists should be aware of organizations' research agendas and, to the extent possible, align research with stated research priorities. Current information on the demographics of nurse scientists, their projects, and the alignment to known priorities is illusive. PURPOSE To describe areas of inquiry pursued by PhD-prepared nurses and congruence with the research agendas of nursing organizations. METHODS A descriptive, exploratory approach was undertaken with PhD-prepared nurse scientists to gather data about their PhD program, dissertation topic, current work status, productivity, and future recommendations. RESULTS Key findings were that dissertation topics were broad and aligned with research priorities. Elements influencing research productivity are described. CONCLUSIONS Understanding current nursing science stewardship and intentionally strategizing for the future of research, academia, and clinical practice will enhance our ability to tailor PhD programs accordingly.
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Affiliation(s)
- Lisa R. Roberts
- Professor/Research Director (Dr Roberts) and Professor/PhD Program Director (D'Errico), Loma Linda University School of Nursing, Loma Linda, California
| | - Ellen D'Errico
- Professor/Research Director (Dr Roberts) and Professor/PhD Program Director (D'Errico), Loma Linda University School of Nursing, Loma Linda, California
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Mooney-Doyle K, Deatrick JA. Relationships make research-and researchers - whole. Rev Esc Enferm USP 2023; 57:e2023E001. [PMID: 37565999 PMCID: PMC10417306 DOI: 10.1590/1980-220x-reeusp-2023-e001en] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2023] [Accepted: 05/23/2023] [Indexed: 08/12/2023] Open
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Broome ME, Georges JM, Vitello-Cicciu J, Leaver CA, García R. Current state and future recommendations for faculty in PhD in nursing programs. J Prof Nurs 2023; 46:111-118. [PMID: 37188399 DOI: 10.1016/j.profnurs.2023.02.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2022] [Revised: 11/10/2022] [Accepted: 02/01/2023] [Indexed: 03/29/2023]
Abstract
In 2020 the American Association of Colleges of Nursing (AACN) Board of Directors appointed a 9-member task force to revise AACN's 2010 position statement, The Research-Focused Doctoral Program in Nursing: Pathways to Excellence, with the goal of developing a vision for research-focused doctoral programs and graduates. This resulted in 70 recommendations in a new AACN position statement, The Research-Focused Doctoral Program in Nursing: Pathways to Excellence (2022). The new document is based on a review of the literature from 2010 to 2021 and 2 inaugural surveys sent to deans and PhD students in nursing. The new The Research-Focused Doctoral Program in Nursing Pathways to Excellence document focuses on the critical need for nurse scientists who can develop the science, steward the profession, and educate new nurse educators. Several manuscripts have been developed describing various components of the PhD Pathways document focusing on the role of faculty, students and curriculum, resources and post-doctoral education. This article focuses on the recommendations related to explicating the faculty role in PhD education and includes data from the AACN (2020) deans' survey, the current state of the professoriate involved in PhD education and the developmental needs of PhD faculty for the future.
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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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Hughes TL, George M, Shah R, Dias BM, Dohrn JE, De Bortoli Cassiani SH. Nursing engagement in research priorities focused on health systems and services in Latin America countries. HUMAN RESOURCES FOR HEALTH 2022; 20:45. [PMID: 35606802 PMCID: PMC9125952 DOI: 10.1186/s12960-022-00746-9] [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: 01/12/2022] [Accepted: 05/13/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND A strong nursing research agenda in Latin America is fundamental to universal health coverage. Nursing science can make important contributions to the health of Latin American people through knowledge generation that directly informs nursing practice, professional education, and health policy. METHODS We used a cross-sectional survey design to assess nursing involvement in health systems and services research in Latin America in five priority areas: Policies and education related to nursing human resources; Structure, organization and dynamics of health systems and services; Science, technology, innovation, and information systems in public health; Health policies, governance, and social control; and Social studies in the health field. RESULTS Nursing and midwifery participants (N = 856) from Latin American countries completed the survey. Respondents who reported conducting research focused primarily on Policies and Education related to Nursing Human Resources and Structure, Organization, and Dynamics of Health Systems and Services. Across the five priority areas, more nurses reported using research findings and/or being aware of research than conducting research. CONCLUSIONS Survey results indicate that nursing research in Latin America is currently disproportionately focused on nursing education and practice. More research focused on information technology, nurse's impact on public health, and the threats posed by nurse migration is needed to better address health needs of Latin American populations.
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Affiliation(s)
- Tonda L. Hughes
- Columbia University School of Nursing, 560 168th Street, New York, NY 10032 United States of America
| | - Maureen George
- Columbia University School of Nursing, 560 168th Street, New York, NY 10032 United States of America
| | - Ruby Shah
- Columbia University School of Nursing, 560 168th Street, New York, NY 10032 United States of America
| | - Bruna Moreno Dias
- Pan American Health Organization, 525 23rd NW, Washington, DC 20037 United States of America
| | - Jennifer E. Dohrn
- Columbia University School of Nursing, 560 168th Street, New York, NY 10032 United States of America
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Ayoola A, Kamp K, Adams YJ, Granner JR, DeGroot L, Lee H, Zandee G, Doornbos MM. Strategies to promote and sustain baccalaureate students' interest in pursuing a PhD degree in nursing. J Prof Nurs 2021; 37:935-941. [PMID: 34742525 DOI: 10.1016/j.profnurs.2021.07.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2021] [Indexed: 10/20/2022]
Abstract
PhD-prepared nurses are integral to the delivery of cost-effective, safe, and high-quality care to the increasingly diverse population in the U.S. Nurses with a PhD are needed to develop knowledge that informs and directs nursing care, promote positive health outcomes, and train the next generation of nurses and nurse scientists. Unfortunately, less than 1% of nurses have their PhD in nursing and there is an ongoing shortage of nurses in the U.S. that has not been effectively addressed. The PhD in nursing pipeline needs to be bolstered to address the escalating nursing shortage. This is especially important considering the importance of having an adequate number of well-prepared nurses to address the increasing complexities of health conditions and patient populations in the U.S. This paper presents strategies to promote and sustain interest in PhD in nursing among baccalaureate nursing students and discusses the importance of meaningful engagement in research and engaged faculty mentorship. It is important to incorporate research into undergraduate experiences, promote engaged mentorship during undergraduate level and beyond, and provide a conducive environment for undergraduate students to address their fears, misconceptions, and myths about PhD in nursing.
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Affiliation(s)
- Adejoke Ayoola
- Calvin University Department of Nursing, United States of America.
| | - Kendra Kamp
- University of Washington, United States of America
| | - Yenupini Joyce Adams
- University of Notre Dame, Keough School of Global Affairs, United States of America
| | | | | | - HaEun Lee
- University of Michigan, United States of America
| | - Gail Zandee
- Calvin University Department of Nursing, United States of America
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Giordano NA, Compton P, Joseph PV, Romano CA, Piano MR, Naylor MD. Opportunities and challenges presented by recent pedagogical innovations in doctoral nursing education. J Prof Nurs 2021; 37:228-234. [PMID: 33674100 DOI: 10.1016/j.profnurs.2020.09.003] [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: 04/29/2020] [Revised: 08/24/2020] [Accepted: 09/01/2020] [Indexed: 10/23/2022]
Abstract
The demand to expand the nurse scientist pipeline over the past decade has generated numerous pedagogical innovations in nursing doctoral education. A PhD nursing education summit was held at the University of Pennsylvania in October 2019 to discuss pedagogical innovations. The main pedagogical innovations discussed by Summit attendees included: 1) the expansion of both 3-year PhD programs and BSN to PhD programs; 2) changes in learning opportunities and curricula content; and 3) the role of postdoctoral fellowships. This overview examines the numerous opportunities and challenges generated by these innovations. Opportunities include producing scholars with research careers that are potentially longer than historically seen in the nursing profession, as well as the emergence of unique educational and mentoring opportunities both during and after doctoral studies. Challenges involve the impact condensed program timelines have had on both the content and delivery of curricula, as well as the research expertise and skillsets of nursing PhD program graduates. There is a need to conduct a national coordinated evaluation of PhD program using shared metrics in order to better evaluate the effect of these pedagogical innovations on the development of nurse scientists, and ultimately, the discipline.
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Affiliation(s)
- Nicholas A Giordano
- Emory University Nell Hodgson Woodruff School of Nursing, 1520 Clifton Road, Atlanta, GA 30322, United States of America.
| | - Peggy Compton
- Department of Family and Community Health, University of Pennsylvania School of Nursing, 418 Curie Boulevard, Philadelphia, PA 19104, United States of America
| | - Paule V Joseph
- Biobehavioral Branch, Division of Intramural Research, National Institute of Nursing Research (NINR), National Institute on Alcohol Abuse and Alcoholism (NIAAA), 10 Center Drive, Bethesda, MD 20892, United States of America
| | - Carol Ann Romano
- Daniel K. Inouye Graduate School of Nursing, Uniformed Services University of the Health Sciences, 4301 Jones Bridge Road, Bethesda, MD 20814, United States of America
| | - Mariann R Piano
- Vanderbilt University School of Nursing, 461 21st Avenue South, Nashville, TN 37240, United States of America
| | - Mary D Naylor
- NewCourtland Center for Transitions and Health, University of Pennsylvania School of Nursing, 418 Curie Boulevard, Philadelphia, PA 19104, United States of America
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