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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Nursing Doctoral Faculty Perceptions Related to the Effect of Increasing Enrollments on Productivity
Suzanne C Smeltzer1, Nancy C Sharts-Hopko, Mary Ann Cantrell
1About the Authors Suzanne C. Smeltzer, EdD, RN, FAAN, is a professor and director, Center for Nursing Research, Villanova University College of Nursing, Villanova, Pennsylvania. Nancy C. Sharts-Hopko, PhD, RN, FAAN, is a professor and director, PhD Program, Villanova University College of Nursing. Mary Ann Cantrell, PhD, RN, FAAN, is a professor, educational psychology, Villanova University College of Nursing. Mary Ann Heverly, PhD, is adjunct associate professor, Villanova University College of Nursing. Amanda Jenkinson, MSN, RN, is a PhD candidate, Villanova University College of Nursing. This research was supported by a grant (Grant No. 70182) from the Robert Wood Johnson Foundation's Evaluating Innovations in Nursing Education National Program Office provided to Dr. Suzanne Smeltzer and the Villanova University College of Nursing. For more information, contact Dr. Shart-Hopko at nancy.sharts-hopko@villanova.edu.
Abstract:
Nursing faculty teaching in research and clinical doctoral programs participated in a national survey study to examine the impact of expanded doctoral enrollments on the doctoral faculty's scholarly productivity. They were invited to respond to an open-ended question soliciting information not already addressed in the survey. Results of the analysis are reported here. Findings corroborated the review of literature and results of the survey and focus groups that provided the basis for the survey's development. Current workloads may be unsustainable, jeopardizing the profession's response to Institute of Medicine recommendations.
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