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Schnall R. Examining who is conducting and leading National Institute of Health-funded research in U.S. schools of nursing. Nurs Outlook 2024; 72:102146. [PMID: 38428061 DOI: 10.1016/j.outlook.2024.102146] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Revised: 01/24/2024] [Accepted: 01/30/2024] [Indexed: 03/03/2024]
Abstract
BACKGROUND Nursing science is essential for generating a unique body of knowledge that is foundational to the academic discipline of nursing. PURPOSE The goal of this analysis is to detail the education and licensing of faculty and leadership in research-intensive schools of nursing and to present the current data on the National Institute of Health (NIH) funding patterns in schools of nursing. METHODS The faculty composition analysis focused on the 40 U.S. schools of nursing receiving the most NIH funding through faculty serving as PIs on grants awarded in 2023. For the NIH funding patterns analysis, data were extracted from the NIH RePORTER database. DISCUSSION Of the top 30 NIH-funded Schools of Nursing, all the Deans and Associate Deans of Academic Affairs are educated or licensed as nurses; whereas only 55% of Associate Deans of Research are educated or licensed as nurses. In 2022, nearly half of the top-ranked schools of nursing had less than half of their NIH funding awarded to faculty who are trained and licensed as nurses CONLUSION: The current trends in the research enterprise in schools of nursing implore us to assess if we are adequately training nurses to advance nursing science and more importantly to serve as leaders of nursing science.
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2
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Dzikowicz DJ, Arcoleo K, Carey MG. Trends in NIH-funding to schools of nursing in the last 17 years. Nurs Outlook 2024; 72:102139. [PMID: 38359603 DOI: 10.1016/j.outlook.2024.102139] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2023] [Revised: 11/11/2023] [Accepted: 01/13/2024] [Indexed: 02/17/2024]
Abstract
BACKGROUND Growing clinical demands, faculty retirements, fewer PhD-prepared graduates, and funding instability are challenges for nursing science. PURPOSE The purpose of this analysis was to investigate National Institutes of Health (NIH) funding patterns in schools of nursing (SONs). METHODS Data were extracted from the Blue Ridge Institute for Medical Research between 2006 and 2022. Growth modeling examined changes in funding over time between private and public SONs. DISCUSSION In the last 17 years, NIH funding for SONs has risen nearly 25% but remains only 1% of the total NIH budget for extramural research. Overall, 109 (75%) of the SONs were public and 36 (25%) were private institutions. Regarding geography, 90% of the States received NIH funding except six: ID, ME, MS, NH, VT, and WY. Private SONs consistently received more funding than public SONs but the difference was only statistically significant in 2022. CONCLUSION NIH funding has significantly increased to SONs, there is better geographic distribution but a funding disparity exists between public and private SONs.
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Affiliation(s)
- Dillon J Dzikowicz
- University of Rochester, School of Nursing, Rochester, NY; University of Rochester Medical Center, Rochester, NY.
| | | | - Mary G Carey
- University of Rochester, School of Nursing, Rochester, NY; University of Rochester Medical Center, Rochester, NY
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3
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Wood RE, Matthews EE, Bourgault A, Rice M, Hershberger PE, Voss JG, Loerzel V, Henderson WA, Talsma A, Kinser PA. Strategies to Strengthen Nursing PhD Enrollment: An Ecological Systems Perspective. J Nurs Educ 2023; 62:669-678. [PMID: 38049303 DOI: 10.3928/01484834-20231006-05] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/06/2023]
Abstract
BACKGROUND Nurses with a Doctor of Philosophy (PhD) degree are essential to developing nursing knowledge, promoting health outcomes, and educating the next generation of nurses. Declining enrollment in nursing PhD programs calls for purposeful action. Guided by Bronfenbrenner's Ecological Systems Framework, this article outlines barriers and facilitators, and offers strategies to increase PhD enrollment. METHOD Extant literature and the authors' cumulative experiences in PhD education and research were reviewed to identify strategies to increase PhD enrollment. RESULTS Multilevel influences impede or facilitate enrollment in PhD programs. Strategies addressing individual and interpersonal influences included intentional personalized recruiting and early outreach to students at various levels of education. Institutional and organizational strategies included research partnerships and programs, and financial and infrastructure support. Sociocultural strategies included image branding and a positive social media presence supporting nurse scientists. CONCLUSION Strategies to enhance PhD enrollment across all levels can spark interest in nursing science and PhD enrollment. [J Nurs Educ. 2023;62(12):669-678.].
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4
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LeBaron V. Moving the needle further and faster: Policy and leadership opportunities to support early career nurse faculty and build resilience in establishing and growing their programs of research. Nurs Outlook 2023; 71:101997. [PMID: 37454624 DOI: 10.1016/j.outlook.2023.101997] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Revised: 06/07/2023] [Accepted: 06/11/2023] [Indexed: 07/18/2023]
Abstract
Nurse scientists play a critical role in advancing the nursing field and improving health, but early career faculty can enter the academic ranks with little training in how to effectively establish, manage, and grow a program of research (POR) or weather the storms that accompany a research-intensive academic path. This can lead many nurse scientists to leave academic positions or even abandon their POR altogether. This is problematic at a societal level because nurse scientists bring a unique and valuable holistic perspective to scientific inquiry and an orientation towards community-based work, team science, intersectionality, and participatory approaches essential to address urgent health challenges. To enhance the impact of nurse scientists as a collective on academic research and human health, more attention should be given to the concept of resilience in the context of a research-focused career and the necessary structural changes that effectively support early career faculty in establishing thriving PORs. This article offers considerations relevant to administrative leaders, policymakers, and established faculty, at both the institutional and disciplinary level, to support early career faculty in establishing PORs that take root and flourish.
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Affiliation(s)
- Virginia LeBaron
- Department of Acute and Specialty Care, University of Virginia School of Nursing, Kluge-Schakat Associate Professor of Compassionate Care, Charlottesville, VA.
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5
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Scroggins JK, Koppel PD, Jones-Hepler B, Matos L, Noonan D, Reuter-Rice K. Envisioning career trajectory post-PhD in nursing: Lessons learned from a professional development project. J Prof Nurs 2023; 46:179-186. [PMID: 37188408 DOI: 10.1016/j.profnurs.2023.03.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2022] [Revised: 03/16/2023] [Accepted: 03/19/2023] [Indexed: 05/17/2023]
Abstract
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.
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Affiliation(s)
| | | | | | - Lisvel Matos
- Duke University School of Nursing, Durham, NC, USA
| | - Devon Noonan
- Duke University School of Nursing, Durham, NC, USA
| | - Karin Reuter-Rice
- Duke University School of Nursing, Durham, NC, USA; Duke University School of Medicine, Durham, NC, USA
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6
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Whitney C, Evered JA. Fostering Scholarly Development in Nursing Science: The Promise of Dimensional Analysis. J Nurs Educ 2023; 62:112-115. [PMID: 36279562 DOI: 10.3928/01484834-20220912-11] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Scholarly development in nursing science is a challenging process of academic evolution. In doctoral programs, students move from mastering technical research skills toward developing scholarly identities. This article explores the utility of dimensional analysis as a method of inquiry for nursing PhD students seeking to deepen their scholarly development when completing course assignments and reaching doctoral program milestones. METHOD Using a brief case study, dimensional analysis was described as an interactionist method used to develop grounded theory and illustrate application of the method throughout a 3-year nursing PhD program. RESULTS Nursing PhD students have the opportunity to drive the depth of their own scholarly development through engaging with theory, method, and independent inquiry. CONCLUSION Dimensional analysis holds promise for scholars to simultaneously develop methodological skill, derive situation-specific theory, ground a program of research, and anchor that program of research with theory and method. [J Nurs Educ. 2023;62(2):112-115.].
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7
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Bloch JR, Smith Glasgow ME. Where are nurse-scientists? academic nursing research at critical crossroads. Nurs Outlook 2023; 71:101894. [PMID: 36631306 PMCID: PMC9829059 DOI: 10.1016/j.outlook.2022.10.007] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2022] [Revised: 09/01/2022] [Accepted: 10/18/2022] [Indexed: 01/11/2023]
Abstract
BACKGROUND Academic nursing research is at a critical impasse after the great retirement and resignation during COVID-19. Sustaining and replenishing senior nurse-scientist faculty that are clinical experts with real-world clinical practice is critical. Leveraging the mission of nursing scholarship within the business of building and sustaining externally funded research enterprises in schools of nursing presents conundrums, especially with persistent nursing faculty vacancies. PURPOSE AND METHODS Through a lens of intersectionality within the context of academic bias and nursing education regulation, we address challenges in NIH funding for nurse-scientist faculty. Publicly available data reveal equity, inclusion, and advancement issues that make it an unequal playing field for nurse-scientist faculty if expected to achieve similar NIH funding as faculty in schools of public health and medicine. DISCUSSION Understanding research enterprises requires appreciation of the complex interplay between academic nursing units, university infrastructures, and academic budgetary models. Creative support for both nursing deans and their faculty is needed.
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Affiliation(s)
- Joan R. Bloch
- College of Nursing and Health Professions, Drexel University, Philadelphia, PA,Corresponding author: Joan R. Bloch, PhD, CRNP, FAAN, College of Nursing and Health Professions, Drexel University, Philadelphia, PA
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8
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Research focused doctoral nursing education in the 21st century: Curriculum, evaluation, and postdoctoral considerations. J Prof Nurs 2023; 44:38-53. [PMID: 36746599 DOI: 10.1016/j.profnurs.2022.11.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Revised: 11/03/2022] [Accepted: 11/05/2022] [Indexed: 12/13/2022]
Abstract
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.
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9
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Ryder M, Connolly M, Kitson AL, Thompson DR, Timmins F. A critical discussion regarding the scholarly development of the nursing profession - A call to action. NURSE EDUCATION TODAY 2022; 110:105249. [PMID: 35042122 DOI: 10.1016/j.nedt.2021.105249] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2021] [Revised: 11/21/2021] [Accepted: 12/09/2021] [Indexed: 06/14/2023]
Affiliation(s)
- Mary Ryder
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland.
| | - Michael Connolly
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland; Education & Research Centre, Our Lady's Hospice & Care Services, Harold's Cross, Dublin, Ireland
| | - Alison L Kitson
- College of Nursing and Health Sciences, Flinders University, Adelaide, Australia; Caring Futures Institute, Flinders University, Adelaide, Australia
| | - David R Thompson
- School of Nursing and Midwifery, Queen's University Belfast, Belfast, UK
| | - Fiona Timmins
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
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10
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Strategies to enhance the success of mid-career nurse scientists. Nurs Outlook 2021; 70:127-136. [PMID: 34625274 DOI: 10.1016/j.outlook.2021.06.015] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2021] [Revised: 05/28/2021] [Accepted: 06/12/2021] [Indexed: 11/22/2022]
Abstract
BACKGROUND The mid-career nurse scientist, defined as an associate professor with/without tenure, is often faced with a multitude of challenges and opportunities PURPOSE: This paper shares strategies to assist mid-career scientists as they juggle required career demands and navigate the mid-career phase in pursuit of the rank of full professor. METHOD A review of the literature was performed on mid-career nurse scientists. DISCUSSION A combination of increased research responsibilities, increased institutional teaching and service demands, and dwindling support can result in a sense of overwhelm and burnout. The mid-career nurse scientist must balance several balls in the air at one time to remain successful. CONCLUSION Strategies aligned with the Ecological Framework, focus on intrapersonal, interpersonal, institutional, organizational, and public policy domains to provide a wide scope of strategies that target the mid-career scientist and engage the larger nursing community.
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11
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Knopf A, Budhwani H, Logie CH, Oruche U, Wyatt E, Draucker CB. A Review of Nursing Position Statements on Racism Following the Murder of George Floyd and Other Black Americans. J Assoc Nurses AIDS Care 2021; 32:453-466. [PMID: 34171884 PMCID: PMC8710068 DOI: 10.1097/jnc.0000000000000270] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
ABSTRACT National outrage over the killings of George Floyd and other Black Americans in the United States prompted public outcry against police brutality and racism in law enforcement and drew national attention to systemic racism as a public health crisis. In response, during the summer of 2020 many health organizations issued position statements in response to the murders. This article examines such statements issued by 3 prominent nursing organizations and 18 schools of nursing. Thematic analysis revealed six themes in the statements of the professional organizations, and a content analysis revealed that the statements of the schools of nursing were generally aligned with these themes. Such position statements can provide a viable approach to the public commitment to anti-racist reforms, but it is unclear if such statements can promote meaningful and measurable change.
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Affiliation(s)
| | - Henna Budhwani
- School of Public Health, University of Alabama at Birmingham, Birmingham, Alabama
| | | | | | - Erin Wyatt
- Indiana University, Bloomington, Indiana
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12
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Ketefian S. Letter to the Editor, in Response to article by Donna Algase and Others, in NO January-February 2021 issue. Nurs Outlook 2021; 69:528-529. [PMID: 34119336 DOI: 10.1016/j.outlook.2021.04.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2021] [Accepted: 04/10/2021] [Indexed: 10/21/2022]
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13
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Villarruel AM, Fairman JA. An eye toward a more inclusive future. Nurs Outlook 2021; 69:510-512. [PMID: 33858685 DOI: 10.1016/j.outlook.2021.03.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2021] [Accepted: 03/02/2021] [Indexed: 10/21/2022]
Affiliation(s)
- Antonia M Villarruel
- Leonard Davis Institute of Health Economics University of Pennsylvania School of Nursing, Philadelphia, PA.
| | - Julie A Fairman
- RWJF Future of Nursing Scholars Program, Barbara Bates Center for the Study of the History of Nursing, Philadelphia, PA
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14
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Bostwick WB, Rutherford JN, Patil CL, Ploutz-Snyder RJ, Spetz J, Stephenson R, Yakusheva O. Envisioning a more expansive future for multidisciplinary nursing scholarship and education. Nurs Outlook 2021; 69:507-509. [PMID: 33858688 DOI: 10.1016/j.outlook.2021.03.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2021] [Accepted: 03/03/2021] [Indexed: 10/21/2022]
Affiliation(s)
- Wendy B Bostwick
- Population Health Nursing Science, University of Illinois Chicago College of Nursing, Chicago, IL
| | - Julienne N Rutherford
- Human Development Nursing Science, University of Illinois Chicago College of Nursing, Chicago, IL.
| | - Crystal L Patil
- Human Development Nursing Science, University of Illinois Chicago College of Nursing, Chicago, IL
| | - Robert J Ploutz-Snyder
- Applied Biostatistics Laboratory, University of Michigan School of Nursing, Ann Arbor, MI
| | - Joanne Spetz
- Philip R. Lee Institute for Health Policy Studies, Healthforce Center at University of California San Francisco School of Nursing, San Francisco, CA
| | - Rob Stephenson
- Center for Sexuality and Health Disparities, University of Michigan School of Nursing, Ann Arbor, MI
| | - Olga Yakusheva
- Department of Systems, Populations, and Leadership, University of Michigan School of Nursing, Ann Arbor, MI
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15
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Potempa K, Hurn PD. Response to 2021 article "An eye toward the future: Pressing questions for our discipline in today's academic and research climate". Nurs Outlook 2021; 69:521-522. [PMID: 33858686 DOI: 10.1016/j.outlook.2021.03.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Accepted: 03/02/2021] [Indexed: 10/21/2022]
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16
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Giordano NA, Compton P, Joseph PV, Romano CA, Piano MR, Naylor MD. Opportunities and challenges presented by recent pedagogical innovations in doctoral nursing education. J Prof Nurs 2021; 37:228-234. [PMID: 33674100 DOI: 10.1016/j.profnurs.2020.09.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2020] [Revised: 08/24/2020] [Accepted: 09/01/2020] [Indexed: 10/23/2022]
Abstract
The demand to expand the nurse scientist pipeline over the past decade has generated numerous pedagogical innovations in nursing doctoral education. A PhD nursing education summit was held at the University of Pennsylvania in October 2019 to discuss pedagogical innovations. The main pedagogical innovations discussed by Summit attendees included: 1) the expansion of both 3-year PhD programs and BSN to PhD programs; 2) changes in learning opportunities and curricula content; and 3) the role of postdoctoral fellowships. This overview examines the numerous opportunities and challenges generated by these innovations. Opportunities include producing scholars with research careers that are potentially longer than historically seen in the nursing profession, as well as the emergence of unique educational and mentoring opportunities both during and after doctoral studies. Challenges involve the impact condensed program timelines have had on both the content and delivery of curricula, as well as the research expertise and skillsets of nursing PhD program graduates. There is a need to conduct a national coordinated evaluation of PhD program using shared metrics in order to better evaluate the effect of these pedagogical innovations on the development of nurse scientists, and ultimately, the discipline.
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Affiliation(s)
- Nicholas A Giordano
- Emory University Nell Hodgson Woodruff School of Nursing, 1520 Clifton Road, Atlanta, GA 30322, United States of America.
| | - Peggy Compton
- Department of Family and Community Health, University of Pennsylvania School of Nursing, 418 Curie Boulevard, Philadelphia, PA 19104, United States of America
| | - Paule V Joseph
- Biobehavioral Branch, Division of Intramural Research, National Institute of Nursing Research (NINR), National Institute on Alcohol Abuse and Alcoholism (NIAAA), 10 Center Drive, Bethesda, MD 20892, United States of America
| | - Carol Ann Romano
- Daniel K. Inouye Graduate School of Nursing, Uniformed Services University of the Health Sciences, 4301 Jones Bridge Road, Bethesda, MD 20814, United States of America
| | - Mariann R Piano
- Vanderbilt University School of Nursing, 461 21st Avenue South, Nashville, TN 37240, United States of America
| | - Mary D Naylor
- NewCourtland Center for Transitions and Health, University of Pennsylvania School of Nursing, 418 Curie Boulevard, Philadelphia, PA 19104, United States of America
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Villarruel AM, Trautman D, Fairman JA. From vision to action: Next steps in designing PhD programs of the future. J Prof Nurs 2021; 37:216-220. [PMID: 33674098 DOI: 10.1016/j.profnurs.2020.09.008] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2020] [Revised: 09/11/2020] [Accepted: 09/16/2020] [Indexed: 11/16/2022]
Abstract
Declines in PhD enrollment, funding and support for PhD students, and the quality and quantity of the nursing research pipeline has fueled the concern about providing high-quality education in research-focused nursing doctoral programs. To address the challenges and opportunities facing research focused PhD education, the University of Pennsylvania School of Nursing convened an invitational summit, Re-Envisioning Research-Focused PhD Programs of the Future, of research-intensive institutions. Both as a dissemination strategy and as an effort to engage perspectives from other Schools with PhD programs, we presented a summary of the Penn Summit discussion at the AACN Doctoral Education Conference (AACN Doctoral Conference). Focused discussions at both events further identified opportunities for research focused PhD programs, including recruiting undergraduate students, establishing research-focused partnerships, creating clear evaluation methods. AACN Doctoral conference participants also discussed the need to discuss and identify competencies, common subject areas, and financial resources for PhD students and graduates. This synthesis of discussions, considerations, and challenges affecting research-focused doctoral programs of nursing serve as a basis and catalyst for further discussion and action to ensure PhD research focused programs are preparing successful nurse scientists of the future.
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Affiliation(s)
| | - Deborah Trautman
- American Association of Colleges of Nursing, United States of America
| | - Julie A Fairman
- University of Pennsylvania, School of Nursing, United States of America
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18
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Algase D, Stein K, Arslanian-Engoren C, Corte C, Sommers MS, Carey MG. An eye toward the future: Pressing questions for our discipline in today's academic and research climate. Nurs Outlook 2020; 69:57-64. [PMID: 33039106 DOI: 10.1016/j.outlook.2020.08.010] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2020] [Revised: 07/30/2020] [Accepted: 08/17/2020] [Indexed: 11/29/2022]
Abstract
This paper seeks to open a dialogue concerning the current trend in hiring non-nurse faculty (NNF) to tenure track positions in schools/colleges of nursing. The evolution of non-nurses as faculty, including a review of contemporary papers in affecting this trend, is offered. Three means of involving non-nurses in advancing our discipline are presented. The impact of the growing trend of NNF is discussed relative to the integrity of our discipline and effects on education. We conclude by suggesting a manner of proceeding and raise questions for furthering dialogue.
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Affiliation(s)
- Donna Algase
- University of Michigan School of Nursing, Ann Arbor, MI.
| | - Karen Stein
- University of Rochester School of Nursing, Rochester, NY
| | | | - Colleen Corte
- University of Illinois at Chicago College of Nursing, Chicago, IL
| | | | - Mary G Carey
- University of Rochester School of Nursing, Rochester, NY; Strong Memorial Hospital, University of Rochester Medical Center, Rochester, NY
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19
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Fairman JA, Giordano NA, McCauley K, Villarruel A. Invitational summit: Re-envisioning research focused PHD programs of the future. J Prof Nurs 2020; 37:221-227. [PMID: 33674099 DOI: 10.1016/j.profnurs.2020.09.004] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2020] [Revised: 09/01/2020] [Accepted: 09/02/2020] [Indexed: 01/14/2023]
Abstract
Ten years ago, in response to the growing discussions, a seminal report, The Research-Focused Doctoral Program in Nursing -Pathways to Excellence was endorsed by AACN members. A re-envisioning of PhD programs is urgently needed to ensure the advancement of nursing science and to situate research focused nursing PhD graduates for success - in academia and beyond. To address these issues, the University of Pennsylvania School of Nursing held a summit in October 2019, Re-envisioning Research Focused PhD Programs of the Future, with stakeholders from 41 educational, governmental, professional and philanthropic institutions. Results from a pre-summit poll shaped the Summit agenda, which consisted of panels and roundtables. Prior to and throughout the Summit, attendees identified and discussed challenges facing research intensive nursing PhD programs, emerging innovations within programs, and suggested changes to re-envision the future training of nurse scientists. These changes include better preparing PhD program graduates to bridge the research and practice divide, redesign funding and support for accelerated PhD students, and to reconceptualize outcome measures and evaluations of graduates. A synthesis of roundtable discussions will be used to frame other manuscripts in this issue as well as to prepare a roadmap for next steps.
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Affiliation(s)
- Julie A Fairman
- Department of Biobehavioral Health Sciences, RWJF Future of Nursing Scholars Program, Barbara Bates Center for the Study of the History of Nursing, United States of America.
| | - Nicholas A Giordano
- Emory University Nell Hodgson Woodruff School of Nursing, United States of America
| | - Kathleen McCauley
- NewCourtland Center for Transitions and Health, University of Pennsylvania School of Nursing, United States of America
| | - Antonia Villarruel
- Professor and Margaret Bond Simon Dean of Nursing, University of Pennsylvania School of Nursing, United States of America
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