Innovations in Ph.D. education to prepare nurse scientists for the future

Improved professional competencies and leadership in PhD-prepared nurses and doctoral students after participating in the cross-national and web-based Nurse-Lead program

BACKGROUND

Doctor of Philosophy (PhD)-prepared nurses are expected to exercise leadership in their various roles. Therefore, European nurse scholars developed a cross-national web-based Nursing Leadership and Mentoring Educational (Nurse-Lead) program.

PURPOSE

To evaluate changes in leadership practices, professional and research competencies as well as career development of PhD-prepared nurses and doctoral nursing students after participation in the Nurse-Lead program.

METHODS

A pre-post-test evaluation was conducted. Surveys addressed leadership, professional and research competencies, and career development. Quantitative data were analyzed with descriptive statistics and paired sample t-tests. Content analysis was used for qualitative data.

DISCUSSION

The 30 participants showed significant improvements in all leadership practices, professional competencies, and most research competencies. Participants reported increased confidence in decision-making, taking on new responsibilities, and becoming more visible within research teams.

CONCLUSION

Web-based, international leadership and mentoring programs are promising tools for the leadership and professional development of PhD-prepared nurses and doctoral nursing students.

PhD program faculty: Preparing the next generation of nurse researchers

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.

The experiences of doctorally prepared nurses and doctoral nursing students with being mentored in the Nurse-Lead programme: A focus group study

AIM

to explore experiences of being mentored and the contribution of the mentoring to leadership and professional development of doctorally prepared nurses and doctoral nursing students participating in the Nurse-Lead programme.

BACKGROUND

Mentoring is considered important for career development of academic nurses. Doctorally prepared nurses need a wide range of professional competences to develop sustainable careers. Therefore, they may benefit from a larger network of mentors, outside their own organization, to support their professional development. Therefore, a web-based leadership and mentoring programme was developed - the Nurse Lead programme.

DESIGN

A descriptive study with semi-structured focus groups.

METHOD

Three focus groups were conducted during an on-site programme meeting in 2019 with twenty-one doctorally prepared nurses and doctoral nursing students. The interview guide included questions about mentoring relationships and meaning of mentoring for leadership and professional development. The interviews were thematically analysed.

RESULTS

Five themes were identified: "Preferred characteristics of mentors", "Developing trusting relationships", "Engagement of the mentors", "Becoming a proficient researcher and team leader" and "Becoming an empowered and confident professional".

CONCLUSION

Mentoring supported the leadership and professional development of doctorally prepared nurses and doctoral nursing students. Participants were engaged in rewarding mentoring trajectories. The results indicate that a similar approach could be followed when developing mentoring programmes in the future.

Envisioning career trajectory post-PhD in nursing: Lessons learned from a professional development project

BACKGROUND

Nursing Doctor of Philosophy (PhD) students can pursue diverse career opportunities within and outside of academia upon graduation. However, mentor-mentee models, competing demands, and limited resources can challenge students as they search for guidance in navigating career decisions. This article describes the development, implementation, and evaluation of a project to support PhD nursing career development.

METHODS

A student-designed project was implemented over 4 weeks which aligned with four career trajectories that students identified. Descriptive statistics were used to analyze quantitative survey questions. Responses to open-ended questions and field notes were also examined.

RESULTS

Post-implementation survey data suggested that all participants found the sessions helpful and recommended providing the workshop annually. Students' questions focused on three areas: job searches, job selection, and experiences once in a career trajectory. Workshop speakers' discussions focused on important tasks and strategies and wisdom and personal reflections offered to PhD students.

DISCUSSION

Nursing PhD students are interested in diverse career trajectories beyond academia and valued an opportunity to explore these options outside of the traditional mentor-mentee relationship. Leveraging resources from schools of nursing and the broader collegiate environment is important in helping students to explore potential career trajectories.

Current state and future recommendations for faculty in PhD in nursing programs

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.

Design Thinking in Nursing Education and Health Sciences Education

AIM

The aim of the study was to answer the research question: What is known from the existing literature about the use of design thinking in nursing education and health sciences education?

BACKGROUND

Nursing education should be ready for an enhanced focus on innovation and the potential to influence future practice.

METHOD

Arksey and O'Malley's scoping framework was used to identify and summarize findings from related literature.

RESULTS

Of 16 publications included, seven were nursing focused references. They consisted mostly of opinion pieces recommending future uses of design thinking. Two were examples of undergraduate nursing courses that incorporated design thinking into courses on innovation and research. Nine publications from multidisciplinary, interprofessional, or medical education with potential application to nursing education were included.

CONCLUSION

A broader effort by educational experts is necessary to increase the visibility and applicability of this human-centered problem-solving technique to move innovation forward in nursing education.

RWJF future of nursing scholars experience and recommendations: Focus group results at final convening

BACKGROUND

The Robert Wood Johnson Foundation launched the Future of Nursing Scholars program to support nurses to complete PhDs in 3 years in schools across the United States.

PURPOSE

To explore why scholars participated in the program and to articulate challenges and facilitators to successful completion of their doctoral degrees.

METHOD

Thirty-one scholars representing 18 different schools participated in focus groups at a convening in January 2022.

FINDINGS

Scholars identified that funding and planned length of degree completion were important factors in their choosing the accelerated program. Mentorship, networking, and support were identified as facilitators to program completion with the tight timeline of three years noted as a challenge.

DISCUSSION

Accelerated students require adequate resources including access to data, mentoring, and financing to overcome challenges presented by accelerated PhD training programs. Cohort models provide support and clarity of expectations for both students and mentors is critical.

The Robert Wood Johnson Foundation Future of Nursing Scholars program: The scholar experience

BACKGROUND

Robert Wood Johnson Foundation Future of Nursing Scholars program used multi-pronged approach to support nurses completing accelerated PhD programs.

PURPOSE

The purpose of this manuscript was to describe scholars' experiences completing PhDs, their dissertation characteristics, program leadership development sessions, scholar perceptions of program components.

METHODS

Of 201 scholars, 157 (78%) completed quantitative exit surveys, providing: satisfaction with doctoral programs and FNS curricula, types of dissertation data used, dissertation formats. Interviews held with five scholars to capture representative themes.

FINDINGS

Scholars utilized primary and secondary data for dissertations; 53% primarily used secondary data. The majority (68%) used manuscript dissertation formats. Approximately 64% completely agreed program curricula helped prepare them for professional transitions, to work collaboratively, lead confidently. Proportion of FNS graduates (42%) pursuing postdoctoral positions exceeded national trends.

DISCUSSION

Despite stresses posed by accelerated PhD programs, scholars are well-situated to advance nursing science. Findings suggest secondary data analyses work well for accelerated programs. Scholar program experiences were positive.

Characteristics of faculty mentoring in the Robert Wood Johnson Foundation Future of Nursing Scholars Program

BACKGROUND

To address the need for faculty scientists, Robert Wood Johnson Foundation (RWJF) provided support for an accelerated PhD program: Future of Nursing Scholars (FNS).

PURPOSE

To describe the experience of faculty mentoring PhD students in the RWJF FNS program pursuing a 3-year accelerated PhD degree, including faculty members' support activities for students, time commitment, student productivity in manuscript dissemination, and challenges and opportunities for supporting students.

METHODS

Surveys were sent to faculty mentors of FNS to understand mentoring activities, strategies used, and mentee productivity.

FINDINGS

Of 93 faculty mentors, they reported most FNS students (n = 61, 65.6%) completed a manuscript format dissertation. FNS students required academic/dissertation mentoring, with frequent emotional support and positive reinforcement.

DISCUSSION AND CONCLUSION

Mentors reported providing more frequent mentoring and spent more time mentoring FNS students than with other PhD students. Alignment of the student's research to that of the faculty mentor was identified as valuable.

Research focused doctoral nursing education in the 21st century: Curriculum, evaluation, and postdoctoral considerations

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.