Mentoring students engaging in scholarly projects and dissertations in doctoral nursing programs
•Faculty provided a mean of 516 and 180 total hours mentoring each PhD and DNP student on their scholarly work, respectively.•Forty percent of faculty received no workload credit for chairing student doctoral committees.•Only 20-25% of faculty reported receiving formal training for the mentoring rol...
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| Published in: | Nursing outlook Vol. 67; no. 6; pp. 776 - 788 |
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| Main Authors: | , , , , , , , |
| Format: | Journal Article |
| Language: | English |
| Published: |
United States
Elsevier Inc
01.11.2019
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| Subjects: | |
| ISSN: | 0029-6554, 1528-3968, 1528-3968 |
| Online Access: | Get full text |
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| Abstract | •Faculty provided a mean of 516 and 180 total hours mentoring each PhD and DNP student on their scholarly work, respectively.•Forty percent of faculty received no workload credit for chairing student doctoral committees.•Only 20-25% of faculty reported receiving formal training for the mentoring role.•Faculty retirement trends, increasing number of doctoral nursing students, and the duration of the BSN-DNP program are projected to increase mentoring demands.•Guidelines for the quality of DNP projects and the quantity of students mentored by individual faculty should be established.
Doctor of Nursing Practice (DNP) programs in the US have grown exponentially, outnumbering Doctor of Philosophy (PhD) in Nursing programs. Faculty are mentoring increasing numbers of students on DNP projects or PhD dissertations.
This descriptive study explored faculty characteristics and examined support, engagement, and outcomes of American Association of Colleges of Nursing member nursing faculty mentoring student DNP projects or PhD dissertations.
A researcher-developed survey tool was emailed to 550 Deans and Program Directors of AACN doctoral programs for distribution to their doctoral faculty. Survey data were analyzed using descriptive statistics.
177 DNP and 53 PhD (N=230) program surveys were completed. Faculty described challenges in the mentoring role including: time constraints, workload allocation, resources, faculty role preparation, student readiness, and variability in student outcomes.
Additional dialogue and consensus is required to promote mentoring of students in nursing doctoral programs to ensure rigor of scholarly outcomes. |
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| AbstractList | Doctor of Nursing Practice (DNP) programs in the US have grown exponentially, outnumbering Doctor of Philosophy (PhD) in Nursing programs. Faculty are mentoring increasing numbers of students on DNP projects or PhD dissertations.BACKGROUNDDoctor of Nursing Practice (DNP) programs in the US have grown exponentially, outnumbering Doctor of Philosophy (PhD) in Nursing programs. Faculty are mentoring increasing numbers of students on DNP projects or PhD dissertations.This descriptive study explored faculty characteristics and examined support, engagement, and outcomes of American Association of Colleges of Nursing member nursing faculty mentoring student DNP projects or PhD dissertations.PURPOSEThis descriptive study explored faculty characteristics and examined support, engagement, and outcomes of American Association of Colleges of Nursing member nursing faculty mentoring student DNP projects or PhD dissertations.A researcher-developed survey tool was emailed to 550 Deans and Program Directors of AACN doctoral programs for distribution to their doctoral faculty. Survey data were analyzed using descriptive statistics.METHODA researcher-developed survey tool was emailed to 550 Deans and Program Directors of AACN doctoral programs for distribution to their doctoral faculty. Survey data were analyzed using descriptive statistics.177 DNP and 53 PhD (N=230) program surveys were completed. Faculty described challenges in the mentoring role including: time constraints, workload allocation, resources, faculty role preparation, student readiness, and variability in student outcomes.FINDINGS177 DNP and 53 PhD (N=230) program surveys were completed. Faculty described challenges in the mentoring role including: time constraints, workload allocation, resources, faculty role preparation, student readiness, and variability in student outcomes.Additional dialogue and consensus is required to promote mentoring of students in nursing doctoral programs to ensure rigor of scholarly outcomes.CONCLUSIONSAdditional dialogue and consensus is required to promote mentoring of students in nursing doctoral programs to ensure rigor of scholarly outcomes. Doctor of Nursing Practice (DNP) programs in the US have grown exponentially, outnumbering Doctor of Philosophy (PhD) in Nursing programs. Faculty are mentoring increasing numbers of students on DNP projects or PhD dissertations. This descriptive study explored faculty characteristics and examined support, engagement, and outcomes of American Association of Colleges of Nursing member nursing faculty mentoring student DNP projects or PhD dissertations. A researcher-developed survey tool was emailed to 550 Deans and Program Directors of AACN doctoral programs for distribution to their doctoral faculty. Survey data were analyzed using descriptive statistics. 177 DNP and 53 PhD (N=230) program surveys were completed. Faculty described challenges in the mentoring role including: time constraints, workload allocation, resources, faculty role preparation, student readiness, and variability in student outcomes. Additional dialogue and consensus is required to promote mentoring of students in nursing doctoral programs to ensure rigor of scholarly outcomes. •Faculty provided a mean of 516 and 180 total hours mentoring each PhD and DNP student on their scholarly work, respectively.•Forty percent of faculty received no workload credit for chairing student doctoral committees.•Only 20-25% of faculty reported receiving formal training for the mentoring role.•Faculty retirement trends, increasing number of doctoral nursing students, and the duration of the BSN-DNP program are projected to increase mentoring demands.•Guidelines for the quality of DNP projects and the quantity of students mentored by individual faculty should be established. Doctor of Nursing Practice (DNP) programs in the US have grown exponentially, outnumbering Doctor of Philosophy (PhD) in Nursing programs. Faculty are mentoring increasing numbers of students on DNP projects or PhD dissertations. This descriptive study explored faculty characteristics and examined support, engagement, and outcomes of American Association of Colleges of Nursing member nursing faculty mentoring student DNP projects or PhD dissertations. A researcher-developed survey tool was emailed to 550 Deans and Program Directors of AACN doctoral programs for distribution to their doctoral faculty. Survey data were analyzed using descriptive statistics. 177 DNP and 53 PhD (N=230) program surveys were completed. Faculty described challenges in the mentoring role including: time constraints, workload allocation, resources, faculty role preparation, student readiness, and variability in student outcomes. Additional dialogue and consensus is required to promote mentoring of students in nursing doctoral programs to ensure rigor of scholarly outcomes. |
| Author | Heitzler, Ella T. McLaughlin, Maureen Kirkpatrick Crowell, Nancy A. Anderson, Kelley M. Kesten, Karen S. Yearwood, Edilma L. Fall-Dickson, Jane M. White, Krista A. |
| Author_xml | – sequence: 1 givenname: Kelley M. surname: Anderson fullname: Anderson, Kelley M. email: kma25@georgetown.edu organization: School of Nursing & Health Studies, Georgetown University, Washington, DC – sequence: 2 givenname: Maureen Kirkpatrick surname: McLaughlin fullname: McLaughlin, Maureen Kirkpatrick organization: School of Nursing & Health Studies, Georgetown University, Washington, DC – sequence: 3 givenname: Nancy A. surname: Crowell fullname: Crowell, Nancy A. organization: School of Nursing & Health Studies, Georgetown University, Washington, DC – sequence: 4 givenname: Jane M. surname: Fall-Dickson fullname: Fall-Dickson, Jane M. organization: School of Nursing & Health Studies, Georgetown University, Washington, DC – sequence: 5 givenname: Krista A. surname: White fullname: White, Krista A. organization: School of Nursing & Health Studies, Georgetown University, Washington, DC – sequence: 6 givenname: Ella T. surname: Heitzler fullname: Heitzler, Ella T. organization: School of Nursing & Health Studies, Georgetown University, Washington, DC – sequence: 7 givenname: Karen S. surname: Kesten fullname: Kesten, Karen S. organization: The George Washington University School of Nursing, Washington, DC – sequence: 8 givenname: Edilma L. surname: Yearwood fullname: Yearwood, Edilma L. organization: School of Nursing & Health Studies, Georgetown University, Washington, DC |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/31421860$$D View this record in MEDLINE/PubMed |
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| Snippet | •Faculty provided a mean of 516 and 180 total hours mentoring each PhD and DNP student on their scholarly work, respectively.•Forty percent of faculty received... Doctor of Nursing Practice (DNP) programs in the US have grown exponentially, outnumbering Doctor of Philosophy (PhD) in Nursing programs. Faculty are... |
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| Title | Mentoring students engaging in scholarly projects and dissertations in doctoral nursing programs |
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