Following the Path; A Grounded Theory Study Regarding Doctoral Roles

Rocafort, Terri

doi:10.1016/j.profnurs.2019.11.004

Cited by 2 publications

(9 citation statements)

References 31 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%

“…Moreover, different roles of doctoral-educated nurses have been documented in academia and in clinical settings [ 19 ] and challenges regarding competition in the ‘scientific market’ have been underlined, suggesting that the nursing discipline must be strengthened and recognised in high quality publications [ 9 ]. Therefore, while nurses with a doctorate are expected to be engaged in research projects [ 8 ], they are also expected to improve the quality of nursing care by changing the education and practice; thus, they are facing multiple expectations [ 19 , 20 ]. As a consequence, nursing scholars and leaders are looking for options to develop doctoral studies into the most effective way.…”

Section: Introductionmentioning

confidence: 99%

“…In several countries, for example the US and the UK, two doctorate profiles have been established: the Doctor of Nursing practice (DNP), defined as a clinical or professional doctorate, and the Doctor of Philosophy (PhD), defined as a research doctorate. They have different aims regarding the discipline and practice development: a PhD is research-focused, whereas a DNP is focused on preparing future clinical leaders by guiding evidence-based nursing practice; in the US, it is required as an entry level for advanced nursing practice (ANP) [ 20 , 22 – 26 ]. Discussions regarding what competences these programmes should ensure and what paradigm should be established when educating nurses on doctoral studies are still open [ 20 ].…”

Section: Introductionmentioning

confidence: 99%

“…They have different aims regarding the discipline and practice development: a PhD is research-focused, whereas a DNP is focused on preparing future clinical leaders by guiding evidence-based nursing practice; in the US, it is required as an entry level for advanced nursing practice (ANP) [ 20 , 22 – 26 ]. Discussions regarding what competences these programmes should ensure and what paradigm should be established when educating nurses on doctoral studies are still open [ 20 ]. Moreover, the development of collaborations between these two traditions of education has been underlined with the intent to promote the quality of care [ 27 , 28 ].…”

Section: Introductionmentioning

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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