Experiences of Doctor of Nursing Practice (DNP)-prepared nurses choosing to pursue a Doctor of Philosophy (PhD) degree

BACKGROUND

Increasingly, nurses with a Doctor of Nursing Practice (DNP) degree are seeking a Doctor of Philosophy (PhD) degree. This subset of students may provide valuable insight for bolstering the PhD-prepared workforce, which is in decline.

PURPOSE

The purpose of this research was to understand the essence of the lived experience of DNP-prepared nurses choosing to pursue a PhD degree.

METHOD

An existential phenomenological study was undertaken, with 10 DNP-to-PhD students interviewed.

RESULTS

The DNP-to-PhD experience is about being On a Mission. The Nursing Hierarchy was an implicit force influencing students' missions, and their experiences were characterized by five themes: (a) Having Needs the DNP Can't Meet: "I had to go back and do more," (b) Considering Dreams and Circumstances: "Now's the time," (c) Developing Confidence: "You can do this!" (d) "I've been very supported"/"I had no support," and (e) "It had to be an internal drive for me."

CONCLUSIONS

Study findings demonstrate profound effects of the nursing hierarchy on students' decisions as well as misperceptions that still surround DNP and PhD education and careers. Nursing academicians, organizational leaders, and researchers must address PhD program disinterest, intimidation, and imposter syndrome and improve messaging about both degrees.

Leadership of PhD-prepared nurses working in hospitals and its influence on career development: A qualitative study

AIMS AND OBJECTIVES

To explore leadership experiences and the influence of leadership on career development of PhD-prepared nurses working in hospitals.

BACKGROUND

The Doctor of Philosophy (PhD) represents the highest level of education for a career in research and scholarship. PhD-prepared nurses have an important role in advancing the nursing discipline by conducting and implementing research finding. Given the rapidly changing health care environment, there is a clear need for PhD-prepared nurses with strong leadership competences. Currently, there is a dearth of studies exploring leadership of PhD-prepared nurses working in hospitals.

DESIGN

A descriptive qualitative study.

METHOD

A purposive sample with PhD-prepared nurses employed at clinical departments was used. Twelve interviews were conducted with participants from seven hospitals. Perceptions towards leadership, leadership experiences, leadership barriers and the influence of leadership on career development were discussed. Interviews were thematically analysed. Reporting followed the COREQ guidelines.

RESULTS

Three themes addressing leadership experiences were found: (1) "Leadership is needed for career development" describes how participants took initiative and received support from colleagues and mentors; (2) "Practicing leadership behaviours" describes leadership behaviours and feelings associated with leadership and (3) "Leadership influenced by the hospital setting" describes the working environment including struggling nursing research cultures and infrastructures with limited positions, managerial support and opportunities for collaboration.

CONCLUSION

Although participants showed leadership to advance their careers, barriers related to working environment were found. Stakeholders should invest into opportunities to develop and utilise leadership competences and development of strong nursing research cultures and infrastructures with sustainable career frameworks and positions.

RELEVANCE FOR CLINICAL PRACTICE

There is a need for ongoing efforts to build strong leadership competences as well as nursing research cultures and infrastructures with career pathways and suitable positions for PhD-prepared nurses within hospitals to empower them to strengthen nursing.

PhD: what is it and where to start? Personal reflections of a doctoral researcher

A PhD starts with a passion in a subject area, which may occur through reading literature, or professional or personal experience. This journey is one that is taken over years, with multiple steps to support the person to grow and develop their own knowledge within research. The intention for any PhD is to produce original research. This should add to the existing evidence base through the production of a thesis, and subsequent article publications. The experience can be beneficial and rewarding but needs planning to ensure there are supportive strategies, funding, time, resources, and motivation.

Interventions to boost enrollment in nursing doctor of philosophy (PhD) programs

BACKGROUND

Nursing Doctor of Philosophy (PhD) enrollments are languishing, and little is known about PhD enrollment strategies that may lessen nursing's PhD shortage.

PURPOSE

This study examined strategies for bolstering PhD enrollments or enrollment intentions among college students and graduates.

METHODS

An integrative review was undertaken using Whittemore and Knafl's methodology and Garrard's Matrix Method. Nine databases were searched, and a hand search was conducted.

FINDINGS

Strategies were predominantly situated in science, technology, engineering, and mathematics (STEM) disciplines. Features of successful strategies contained core components of faculty mentoring, hands-on research, funding and compensation, undergraduate participation, summer timeframe, informational sessions, and social support.

DISCUSSION

Less rigorous study designs and mostly STEM samples inhibit the transferability of these strategies to nursing. Qualitative research is needed to better understand nursing students' perspectives about the PhD. Additionally, current PhD enrollment strategies within nursing schools need to be systematically evaluated and the findings disseminated.

Competency, Programming, and Emerging Innovation in Graduate Education within Schools of Pharmacy: The Report of the 2016-2017 Research and Graduate Affairs Committee

Graduate education in the pharmaceutical sciences is a cornerstone of research within pharmacy schools. Pharmaceutical scientists are critical contributors to addressing the challenges of new drug discovery, delivery, and optimal care in order to ensure improved therapeutic outcomes in populations of patients. The American Association of Colleges of Pharmacy (AACP) charged the 2016-2017 Research and Graduate Affairs Committee (RGAC) to define the competencies necessary for graduate education in the pharmaceutical sciences (Charge 1), recommend collaborative curricular development across schools of pharmacy (Charge 2), recommend AACP programing for graduate education (Charge 3), and provide guidance on emerging areas for innovation in graduate education (Charge 4). With respect to Charges 1 and 2, the RGAC committee developed six domains of core competencies for graduate education in the pharmaceutical sciences as well as recommendations for shared programming. For Charge 3, the committee made 3 specific programming recommendations that include AACP sponsored regional research symposia, a professional development forum at the AACP INterim Meeting, and the addition of a graduate research and education poster session at the AACP Annual Meeting. For Charge 4, the committee recommended that AACP develop a standing committee of graduate program deans and directors to provide guidance to member schools in support of graduate program representation at AACP meetings, develop skills for interprofessional teamwork and augment research through integration of Pharm.D., Ph.D., postdoctoral associates, resident, and fellow experiences. Two proposed policy statements by the committee are that AACP believes core competencies are essential components of graduate education and AACP supports the inclusion of research and graduate education focuses in its portfolio of meetings and programs.