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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Mentoring students engaging in scholarly projects and dissertations in doctoral nursing programs
Kelley M Anderson1, Maureen Kirkpatrick McLaughlin1, Nancy A Crowell1
1School of Nursing & Health Studies, Georgetown University, Washington, DC.
Nursing faculty mentoring Doctor of Nursing Practice (DNP) and Doctor of Philosophy (PhD) students face challenges like time constraints and resource limitations. Further dialogue is needed to ensure rigorous scholarly outcomes in doctoral nursing programs.
Area of Science:
- Nursing Education
- Faculty Mentorship
- Doctoral Studies
Background:
- Doctor of Nursing Practice (DNP) programs have rapidly expanded in the US, surpassing Doctor of Philosophy (PhD) in Nursing programs.
- Nursing faculty are increasingly mentoring students on DNP projects and PhD dissertations.
Purpose of the Study:
- To explore characteristics of faculty mentoring doctoral students in nursing.
- To examine the support, engagement, and outcomes related to faculty mentoring DNP projects or PhD dissertations.
Main Methods:
- A descriptive study utilizing a researcher-developed survey.
- Surveys were distributed to doctoral faculty within American Association of Colleges of Nursing (AACN) member institutions.
- Descriptive statistics were used to analyze the collected survey data.
Main Results:
- 230 surveys were completed by faculty mentoring either DNP (177) or PhD (53) students.
- Key mentoring challenges identified include time constraints, workload, resource availability, faculty preparation, student readiness, and outcome variability.
Conclusions:
- Enhanced dialogue and consensus building are necessary to advance the quality of mentoring in nursing doctoral programs.
- Ensuring rigor in scholarly outcomes for both DNP and PhD students requires addressing identified faculty mentoring challenges.
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