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Updated: Mar 13, 2026
Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Junior research track faculty in U.S. schools of nursing: Resources and expectations
Ann F Minnick1, Linda D Norman1, Beth Donaghey1
1Vanderbilt University School of Nursing, Nashville, TN.
Background:
Concerns about U.S. nursing research workforce preparation and success in the research arena require information about support mechanisms and readiness because the first research position is key to researcher retention and success.
Purpose:
The purpose was to describe the state of junior nursing research faculty recruitment terms, nursing programs' support during the first 2 years of employment, and administrators' views about strengths and weaknesses of the junior nursing research faculty pool and adequacy of the support provided.
Methods:
Survey administrators in all U.S. nursing programs offering research doctorates (n = 125; response rate: 52%).
Discussion:
Resource availability varied widely across institutions. Most respondents reported resources were adequate regardless of the actual level provided. Administrators' teaching and research expectations of these faculty also varied widely. Administrators identified readiness to perform as an issue of concern.
Conclusion:
As consumers of nursing research program graduates and as administrators responsible for the nursing research enterprise, deans need to take collective as well as individual actions.
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