A data-based agenda for doctoral nursing education reform

Minnick, Ann F.; Halstead, Lois

doi:10.1067/mno.2002.121101

Cited by 25 publications

(8 citation statements)

References 9 publications

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“…Doctorally qualified nurses are needed globally to meet workforce demands and ensuring a sustainable academic workforce (Berlin & Sechrist, 2002;Potempa, Redman & Landstrom, 2009). The study findings are consistent with other studies concluding that although new graduates are employed teaching in academia, most doctoral programs are research oriented (Minnick & Halstead, 2002;Sakalys et al, 2001). McKenna (2005) suggests since an aim of doctoral programs is to graduate nursing faculty, programs may need to emphasize teaching in addition to research and scholarship skills.…”

Section: Administrationsupporting

confidence: 93%

Evaluating a New Doctoral Nursing Program: A Jordanian Case Study

Nabolsi

Abu-Moghli

Khalaf

2014

Procedia - Social and Behavioral Sciences

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Establishing and maintaining a quality nursing doctoral program in a country with limited resources is a challenge to program managers. Continuous evaluation is essential to pinpoint areas of improvement. This study aims to evaluate a nursing PhD program from the perspective of its first graduate cohort to provide feedback for improvement. Qualitative design using focus group method was used to collect data from a purposive sample of graduates (N=14). Content analysis revealed seven themes: Opportunity to earn a PhD-A dream comes true; A need for peer collaboration and support; Innovative strategies to overcome faculty shortage; A need for improved mentorship; Successfully merging national and international experience; Enhanced professionalism and scholarship; Coping with limited resources. The study findings suggest reviewing program admission criteria and curriculm content to meet student and marketplace needs. Maintaining national and international partnership, innovative teaching-learning strategies, and developing further strategies to meet resources challenges were recommended.

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Section: Administrationsupporting

confidence: 93%

Evaluating a New Doctoral Nursing Program: A Jordanian Case Study

Nabolsi

Abu-Moghli

Khalaf

2014

Procedia - Social and Behavioral Sciences

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“…2001). For example, doctoral preparation for nurses in America has evolved dramatically since its inception in the 1950s, with 13 programmes in 1977 (Anderson 2000) compared with 87 in 2002 (Minnick & Halstead 2002). This represents a sixfold increase over 20 years.…”

Section: Discussionmentioning

confidence: 99%

Professional doctorates for nurses: mapping provision and perceptions

Ellis

2005

Journal of Advanced Nursing

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Educators face an uphill battle in convincing practitioners of the efficacy and value of continuing professional education at doctoral level, a challenge that is likely to be increased by the general lack of clarity and consensus amongst academics reported in this study. Shared understanding of the concept of a professional doctorate is needed if the benefits of these programmes are to be realised.

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“…A number of US institutions have developed Doctorates in Public Administration (DPA) (Sherwood, 1996;Brewer et al, 1999), although the need for a degree distinct from the PhD is contested (Hambrick, 1997) and the DPA has yet to appear in the UK. Another growth area in North America is doctoral nursing education, and whilst some universities offer the Doctorate in Nursing Studies (DNS) (Downs, 1989;Anderson, 2000), the field is still its infancy and a consensus has yet to emerge about degree names or programme definition (Minnick and Halstead, 2002).…”

Section: Diversity Of Provision -Emergence Of New Forms Of Doctoratementioning

confidence: 99%

New Variant PhD: The changing nature of the doctorate in the UK

Park

2005

Journal of Higher Education Policy and Management

256

150

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Since the early twentieth century the PhD has been the research degree of choice in the UK, but traditional ideas and practices relating to the degree are now being challenged. This paper sketches out the main drivers of change and explores the main challenges confronting doctoral study within the UK. It explains why there is a need for a wholesale revision of assumptions and expectations about what the PhD is, and it charts the genesis and evolution of the PhD in the UK. Key drivers for change include a new emphasis on skills and training, submission rates and quality of supervision, changes in the examination of the thesis, and the introduction of national benchmarking. The paper then explores changes in the PhD as product and as process, and outlines how and why new forms of doctorate are emerging. It asks, rhetorically, whether the changing nature of the doctorate reflects adaptation to changing circumstances in order to survive.

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A data-based agenda for doctoral nursing education reform

Cited by 25 publications

References 9 publications

Evaluating a New Doctoral Nursing Program: A Jordanian Case Study

Evaluating a New Doctoral Nursing Program: A Jordanian Case Study

Professional doctorates for nurses: mapping provision and perceptions

New Variant PhD: The changing nature of the doctorate in the UK

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