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Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Defining and describing capacity issues in US doctoral nursing research programs.

Ann F Minnick¹, Linda D Norman, Beth Donaghey

¹School of Nursing, Vanderbilt University, Nashville, TN 37240, USA. Ann.Minnick@vanderbilt.edu

Nursing Outlook

|February 2, 2010

Summary

US nursing doctoral programs face capacity challenges impacting quality. Student-to-grant ratios and required research activities suggest potential compromises in preparing competitive graduates.

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Area of Science:

Nursing Research
Doctoral Education
Academic Capacity

Background:

US doctoral nursing research programs have expanded significantly.
This expansion raises concerns regarding mentorship capacity and program quality.
Decisions about future program expansion require an understanding of current capacity.

Purpose of the Study:

To describe capacity issues in US nursing research doctoral programs.
To compare current findings with an earlier study on program capacity.
To assess factors potentially compromising program quality.

Main Methods:

A survey of 105 US nursing research doctoral programs was conducted in 2008.
A response rate of 84.8% was achieved.
Websites of non-responding schools were reviewed to gather additional data.

Main Results:

The mean student-to-externally funded grant ratio was 6.9:1.
The mean student-to-ever-funded faculty ratio was 8.3:1.
Commonly required research activities included practica (77%), attending external meetings (37%), and manuscript submission (32%).

Conclusions:

Capacity issues may compromise the quality of many doctoral nursing programs.
Further attention is needed on program requirements and capacities.
Understanding these variables is crucial for producing research-competitive graduates.