Clinical Experiences for Doctor of Nursing Practice Students—A Survey of Postmaster's Programs

Wolf, Andrea; Budd, Geraldine M.; Bhattacharya, Anand

doi:10.1016/j.profnurs.2011.02.005

Cited by 7 publications

(9 citation statements)

References 2 publications

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“…As reported in Table 1 , the included articles mainly represent four continents: North America ( n =27) [ 2 , 3 , 8 , 10 – 13 , 15 – 20 , 27 , 28 , 30 , 33 , 36 , 37 , 44 , 49 – 54 ]; Europe ( n =8). [ 5 , 7 , 24 , 25 , 35 , 38 , 48 , 57 ], Asia ( n =4) [ 14 , 46 , 47 , 55 ], and Australia [ 21 ].…”

Section: Resultsmentioning

confidence: 99%

“…[ 5 , 7 , 24 , 25 , 35 , 38 , 48 , 57 ], Asia ( n =4) [ 14 , 46 , 47 , 55 ], and Australia [ 21 ]. Two are multi-country studies [ 5 , 45 ], and most studies originated in the USA ( n =26; [ 2 , 3 , 8 , 10 – 13 , 15 – 18 , 20 , 27 , 28 , 30 , 33 , 36 , 37 , 44 , 49 – 54 ]). Most of the studies were published in the last 6 years ( n =28; [ 3 , 5 , 8 , 10 – 17 , 19 – 21 , 27 , 28 , 30 , 33 , 35 – 38 , 45 , 48 , 54 – 57 ], with 11 in 2019 [ 3 , 5 , 11 , 12 , 17 , 20 , 27 , 35 , 36 , 56 , 57 ].…”

Section: Resultsmentioning

confidence: 99%

“…Faculty assessed the quality higher than students/graduates in three domains (programme, faculty and evaluation). [ 44 ] 2010 (South Korea) To describe the perceived quality of Korean nursing doctoral education in faculty, students, curriculum and resources A qualitative research design (focus groups) Four groups: deans ( n =10), faculty ( n =7), students ( n =7) and graduates ( n =6). Themes emerged with regard to strengths and weaknesses of Korean nursing doctoral education.…”

Section: Resultsmentioning

confidence: 99%

“…The majority of studies used a quantitative approach ( n =20; [ 2 , 3 , 5 , 7 , 10 , 11 , 13 – 15 , 18 , 30 , 35 , 37 , 44 , 45 , 49 , 50 , 52 – 54 ]), while others applied a qualitative ( n =15; [ 12 , 17 , 20 , 24 , 25 , 28 , 33 , 35 , 38 , 46 , 47 , 51 , 55 – 57 ]) or mix-methods design ( n =3; [ 8 , 16 , 21 ]). Only one integrative review emerged [ 19 ] along with two case analyses ( n =2; [ 27 , 48 ]).…”

Section: Resultsmentioning

confidence: 99%

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Doctoral programmes in the nursing discipline: a scoping review

et al. 2021

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Background This study aimed to map and summarise the state of the research regarding doctoral programs in nursing, as well as the issues debated in the context of nursing doctoral education. A Scoping Review in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analysis extension scoping reviews statement (PRISMA-ScR) was conducted. Three electronic bibliographic data bases were searched: Cumulative Index to Nursing and Allied Health Literature Complete, Medline (on EBSCO Host) and SCOPUS to identify empirical studies published between January 2009 and December 2019. The review process was based on framework identified by Arksey and O’Malley and further revised by Levac and colleagues. Analysis was performed with the use of the Donabedian framework regarding the structure of the doctorate programmes, the process, and the outcomes. Results The review included 41 articles, mostly originating in the United States (n=26) and Europe (n=8), mainly by collecting the perceptions of students and faculty members with descriptive studies. The following issues were investigated at the (a) structure level: Prerequisite for doctoral candidates, Qualifications of faculty members, Mission of doctoral programs; (b) process level: Doctoral programs contents, Doctoral programs resources and quality, Mentoring and supervision, Doing doctorate abroad; and (c) outcome level: Academic performance outcomes in doctoral programs, Doctoral graduates’ competences, Doctoral students/graduates’ satisfaction, Doctoral graduates’ challenges. Conclusions Doctoral programs have mainly been investigated to date with descriptive studies, suggesting more robust research investigating the effectiveness of strategies to prepare future scientists in the nursing discipline. Doctorates are different across countries, and there is no visible cooperation of scholars internationally; their structure and processes have been reported to be stable over the years, thus not following the research development in nursing, discipline and practice expectations. Moreover, no clear framework of outcomes in the short- and long-term have been established to date to measure the quality and effectiveness of doctorate education. National and global strategies might establish common structure, process and outcome frameworks, as well as promote robust studies that are capable of assessing the effectiveness of this field of education.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Doctoral programmes in the nursing discipline: a scoping review

et al. 2021

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“…Through fellowship practice application, the DNP program prepares the nurse to use knowledge to advance nursing practice, apply the DNP Essentials, gain experiences in complex systems, and develop leadership skills such as health policy leadership 8‐10 . Service‐learning, a form of experiential learning, is one concept that bridges the classroom with the real world.…”

Section: Designmentioning

confidence: 99%

From policy to practice: A DNP student perspective

2021

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Background Healthcare's rapid evolution has increased focus on doctoral nursing education and expanded experiential immersion opportunities created through innovative academic–community partnerships. Methods A partnership between an academic institution and a state board of nursing was formed to provide two Doctorate of Nursing Practice (DNP) students with a fellowship opportunity to learn health policy, strategy, and systems thinking which culminated in participation in a state‐wide collaborative and published report. Results Practicum experience outcomes consisted of learner comprehension of DNP Essential II as evidenced by attendance at health policy meetings, participation in state‐wide Summit planning meetings with community partners and Summit participation, facilitation and follow‐up report contribution. Conclusions Providing students with a practicum experience based on the DNP essentials promotes a curriculum based on scholarly evidence to assure the DNP will be competent to face current demands in healthcare. Experiential learning provides a framework for the DNP to fulfill curriculum while applying skills learned in a real‐world environment.

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Perceptions of the Role of the Doctor of Nursing Practice-Prepared Nurse: Clarity or Confusion

Udlis

Mancuso

2015

Journal of Professional Nursing

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Clinical Experiences for Doctor of Nursing Practice Students—A Survey of Postmaster's Programs

Cited by 7 publications

References 2 publications

Doctoral programmes in the nursing discipline: a scoping review

Doctoral programmes in the nursing discipline: a scoping review

From policy to practice: A DNP student perspective

Perceptions of the Role of the Doctor of Nursing Practice-Prepared Nurse: Clarity or Confusion

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