Mentoring students engaging in scholarly projects and dissertations in doctoral nursing programs
Mentoring students engaging in scholarly projects and dissertations in doctoral nursing programs
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DOI：
10.1016/j.outlook.2019.06.021
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发表时间：
2019-11-01
期刊：
影响因子：
4.3
通讯作者：
Yearwood, Edilma L.
中科院分区：
文献类型：
--
作者：
Anderson, Kelley M.;McLaughlin, Maureen Kirkpatrick;Yearwood, Edilma L.
背景：美国的护理实践博士（DNP）课程呈指数级增长，超过了护理专业的哲学博士（PhD）。教师指导越来越多的学生对DNP项目或博士学位论文。目的：本描述性研究探讨了教师的特点和检查的支持，参与，和护理学院的美国协会成员护理教师指导学生DNP项目或博士学位论文的成果。方法：一个研究人员开发的调查工具通过电子邮件发送给550院长和项目主任AACN博士课程分发给他们的博士教师。调查数据进行了分析，使用描述性statistics.Findings：177 DNP和53博士（N=230）程序调查完成。教师介绍了在指导作用的挑战，包括：时间限制，工作量分配，资源，教师角色的准备，学生的准备，并在student outcomes.Conclusions的变化：需要额外的对话和共识，以促进指导学生在护理博士课程，以确保严谨的学术成果。
Background: 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.Purpose: 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.Method: 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.Findings: 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.Conclusions: Additional dialogue and consensus is required to promote mentoring of students in nursing doctoral programs to ensure rigor of scholarly outcomes.