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PhD-prepared nurse faculty

Elizabeth A Carlson, Beth A Staffileno, Marcia Pencak Murphy
As the Doctor of Nursing Practice (DNP) degree continues to evolve, challenges exist with the scholarly project. The American Association of Colleges of Nursing (AACN) has set forth guidelines for the DNP project (2015), however, at this point there is variation with respect to the structure of the DNP project team. This is particularly important given the: 1) growing number of DNP students; 2) need to foster scholarship; and 3) necessity for ensuring rigor of this degree (Waldrop, Caruso, Fuchs & Hypes, 2014)...
November 2018: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
Lolita McCarthy
The demand for nursing faculty with doctoral degrees has prompted universities to devise strategies to hasten doctoral preparation. Insufficient preparation of nursing faculty negatively impacted the ability of colleges of nursing to enroll qualified applicants. In 2011, 75,000 applicants were turned away (AACN, 2012). Interview data from 11 participants were analyzed for themes and structure of meanings that led to a description of the essence of the phenomenon. Six related themes revealed the experiences of simultaneously being a nurse faculty member and PhD student...
July 2018: Journal of National Black Nurses' Association: JNBNA
Angela M McNelis, Kristina Thomas Dreifuerst, Rhonda Schwindt
BACKGROUND: Despite increased enrollment in doctoral programs and the encouraging numbers of graduates intending to pursue faculty positions, lack of adequate preparedness to assume the faculty role may adversely impact retention and consequently undermine efforts to reduce the shortage. PURPOSE: Understanding doctoral nursing students' and recent graduates' expectations of their educational experience related to preparation for an academic career is needed to inform curricular revisions and advise guidance to ensure role readiness...
September 25, 2018: Nurse Educator
Aaron M Sebach, Kristy S Chunta
The advancement of the doctor of nursing practice (DNP) degree and the need for nurse researchers with a doctor of philosophy (PhD) has led to significant growth in doctoral nursing education. Some DNP graduates have chosen to pursue a second terminal degree. This descriptive study explored the experiences of students completing a DNP-to-PhD pathway program. Data analysis revealed that DNP-to-PhD students desired acceptance in academia. Implications suggest the need for additional pathway programs, clear communication about program outcomes for both degrees, formal teaching preparation for all nurse educators, and collaborative opportunities for DNP- and PhD-prepared faculty...
September 2018: Nursing Education Perspectives
Elizabeth Aquino, Young-Me Lee, Nadia Spawn, Jessica Bishop-Royse
BACKGROUND: Despite the fact that the great demands placed on many nursing faculty put them at high risk for job burnout; there are limited studies exploring the relationship between burnout and leaving their academic positions. OBJECTIVE: The objective of this study is to address the national nursing faculty shortage by examining demographics, teaching preparation in the doctoral program, and burnout to determine intent to leave nursing academia among PhD and DNP-prepared nursing faculty...
October 2018: Nurse Education Today
Jiayun Xu, Lucine Francis, Jenny Dine, Teresa Hagan Thomas
BACKGROUND: Given the aging nursing education workforce and the persistent high demand for doctorally-prepared nursing faculty, there is a critical need to increase the number of nurses entering and completing PhD programs. To fill this need, accelerated PhD education pathways, such as the direct entry BSN/BS-PhD education pathway, have become popular. OBJECTIVE: The objective of this study was to explore the unique characteristics of the direct entry BSN/BS-PhD student experience...
October 2018: Nurse Education Today
Franziska Keller, Suzanne Dhaini, Matthias Briel, Sina Henrichs, Christoph Höchsmann, Daniel Kalbermatten, Nino Künzli, Annette Mollet, Christian Puelacher, Arno Schmidt-Trucksäss, Belinda von Niederhäusern, Sabina De Geest
Objectives: Over the past decade, several excellent guidelines have been published on how to enhance the quality of PhD education in Europe. Aimed primarily at preparing students for innovative roles in their fields, they include variously structured approaches to curricular offerings, as well as other program components applicable across specialties (eg: supervisor support, scientific conduct, transferable skills). Since 2012, the interdisciplinary PhD Program in Health Sciences (PPHS) at the Faculty of Medicine of the University of Basel in Switzerland has focused on translating these guidelines into a 21st-century health sciences PhD program...
January 2018: Journal of Medical Education and Curricular Development
Janessa M Graves, Julie Postma, Janet R Katz, Leanne Kehoe, Eileen Swalling, Celestina Barbosa-Leiker
PURPOSE: Among research-focused nursing doctoral (PhD) programs in the United States, the traditional dissertation format has recently given way to a series of publication-ready manuscripts, often bookended by introduction and conclusion chapters. To help programs make decisions about the use of these formats, this study undertook a national survey of programs offering PhDs in nursing. The purpose of this study was to explore the advantages and disadvantages of the traditional format versus manuscript option for dissertations among nursing PhD programs in the United States...
May 2018: Journal of Nursing Scholarship
Linda H Eaton, Debra B Gordon, Ardith Z Doorenbos
BACKGROUND: Working together, PhD and Doctor of Nursing Practice (DNP) students can advance knowledge creation and the translation of knowledge into practice. Although different in purpose and education, PhD and DNP programs should prepare students to collaborate throughout their careers. This article describes an innovative pilot project that partnered PhD and DNP students during their graduate programs. METHOD: Group meetings were used to facilitate collaboration among 12 PhD and DNP students interested in pain management...
September 1, 2017: Journal of Nursing Education
Madelyne Z Greene, Mary Kate FitzPatrick, Jean Romano, Linda H Aiken, Therese S Richmond
Opportunities for research-focused doctoral education must be available to nurses early in their careers in order to ensure the further development of nursing science. Early entry into the research doctorate through an integrated BSN-PhD program is one innovative approach. This approach highlights the value of integrating post-licensure clinical training into the doctoral curriculum. To better prepare innovative nurse scientists early in their careers we developed a clinical nurse fellowship within an integrated BSN-PhD program in partnership with an affiliated health system...
July 2017: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
Brenna L Quinn
Across many levels of nursing education, mentored experiences are an essential part of learning. To enhance understanding, learning, and comfort for those new to professional roles, experienced and skilled professionals provide motivation while teaching professional skills, demonstrating technical competence, and displaying behavior expected of a professional. Educator preparation topics such as curriculum development, evaluation, and lesson planning are not typically included in PhD programs, leaving PhD students feeling unprepared to teach (Hudacek & Carpenter, 1998; Ivey, 2007)...
May 1, 2017: Creative Nursing
Kristen Abbott-Anderson, Andrea Gilmore-Bykovskyi, Annmarie A Lyles
The ability to successfully mentor others is an essential skill necessary for building and strengthening an infrastructure of well-prepared nurse faculty to accelerate advancements in nursing science. Mentoring is a fundamental part of the nurse faculty role, but new faculty are often unprepared to take on mentoring roles early in their academic career. Applied training in research mentoring initiated during doctor of philosophy (PhD) programs may better prepare future faculty to manage teaching and mentoring responsibilities earlier and with greater confidence...
November 2016: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
Beth A Staffileno, Marcia Pencak Murphy, Elizabeth Carlson
BACKGROUND: Uncertainty exists surrounding collaborative relations among Doctor of Nursing Practice (DNP)- and Doctor of Philosophy (PhD)-prepared faculty. PURPOSE: This qualitative study explored the attitudes and determinants for effective collaboration among doctoral-prepared nursing faculty. METHODS: Focus groups were conducted using a convenience sample of doctoral faculty who taught in either/both DNP or PhD programs. Focus group questions were derived to identify interpersonal, organizational, and systemic determinants of collaboration...
January 2017: Nursing Outlook
Beth A Staffileno, Marcia Pencak Murphy, Elizabeth Carlson
A shift in terminal degrees held by nursing faculty is occurring as the number of doctor of nursing practice graduates continues to rise. This change has resulted in some uncertainty and tension. At the same time, there is a pressing need for collaboration among doctoral-prepared nurse leaders to improve care and outcomes for the population. An intellectual community that nurtures learning for all members serves as a blueprint for moving toward a professoriate that engages both doctor of nursing practice- and doctor of philosophy-prepared faculty and enhances scholarly activities, research, and teaching productivity...
September 2016: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
Joellen Edwards, Kathleen Rayman, Sandra Diffenderfer, April Stidham
BACKGROUND: At least 111 schools and colleges of nursing across the nation provide both PhD and DNP programs (AACN, 2014a). Collaboration between nurses with doctoral preparation as researchers (PhD) and practitioners (DNP) has been recommended as essential to further the profession; that collaboration can begin during the educational process. PURPOSE: The purpose of this paper is to describe the development and implementation of successful DNP and PhD program collaboration, and to share the results of that collaboration in an educational setting...
July 2016: Nursing Outlook
Vicki S Conn, Urmeka Jefferson, Marlene Z Cohen, Cindy M Anderson, Cheryl M Killion, Nancy L Fahrenwald, Lazelle E Benefield, Marita Titler, Robert Topp, Carol E Smith, Julio Loya
Publication in refereed journals is an important responsibility of PhD-prepared nurses. Specialized writing skills are crucial for effective professional publication. The capacity to develop and publish articles is best learned during doctoral education. This Western Journal of Nursing Research Editorial Board Special Article addresses multi-dimensional strategies to develop authorship competence among doctoral students. The article outlines structured PhD program experiences to provide the context for students to develop authorship capacity...
June 7, 2016: Western Journal of Nursing Research
Kristen A Sethares, Nancy S Morris
BACKGROUND: Peer review is an expectation of PhD-prepared nurses but a lack of evidence in the best methods to train students is of concern. METHOD: Guided by the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model, faculty at two universities developed, implemented, and evaluated a peer review assignment for 22 second-year PhD nursing students. Quantitative and qualitative data were collected and analyzed using descriptive statistics and content analysis...
June 1, 2016: Journal of Nursing Education
Marilyn H Oermann, Mary R Lynn, Charlotte A Agger
This study surveyed administrators of associate degree in nursing (ADN) and bachelor of science in nursing (BSN) programs across the United States to identify hiring intentions and describe the roles and responsibilities of DNP- and PhD-prepared faculty members. The final sample included 253 ADN and 229 BSN programs. ADN programs were neither intentionally hiring nor looking to hire doctorally prepared nurse faculty. Deans and directors of BSN programs reported an average of 3 openings for the next academic year, 2 projected for new PhD-prepared faculty and 1 for a faculty member with a DNP...
May 2016: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
Nadine Nehls, Gale Barber, Elizabeth Rice
New educational pathways are needed to increase the number of doctor of philosophy (PhD)-prepared nurses. To address this need, an early-entry PhD option designed to engage students in PhD coursework and research during the undergraduate nursing major was developed at the University of Wisconsin-Madison. An evaluation comparing the early-entry option with two more conventional entry points was conducted. Three groups (N = 84) comprised the sample: (a) early-entry students admitted as undergraduates or immediately upon graduation (N = 29), (b) mid-entry students with baccalaureate degrees and at least 1 year of work experience (N = 27), and (c) delayed-entry students with master's degrees and 1 or more years of work experience (N = 28)...
May 2016: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
David Rice
When nurses are considering an advanced degree beyond the master's level of educational preparation, a number of considerations may direct the decision-making process. The doctorate of philosophy (PhD) in nursing is a research degree that will well serve nurses who have the desire to apply theory and develop formal programs of research, become faculty of nursing, combine clinical practice with formal research, and advance through professional leadership in the ranks of hospitals and health systems organizations...
March 2016: Oncology Nursing Forum
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