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Collaborative student-faculty research to support PhD research education.

Mary J Dyck1, Nancy L Novotny1, John Blakeman2

  • 1Mennonite College of Nursing at Illinois State University, Campus Box 5810, Normal, IL 61790-5810, United States of America.

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing
|June 13, 2020
PubMed
Summary

This study details a collaborative, three-semester nursing PhD research course designed to prepare nurse scientists. Faculty and student collaboration proved essential for developing research knowledge, skills, and attitudes.

Keywords:
Nurse scientist preparationPhD nursingPhD nursing educationPhD studentResearch training

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Area of Science:

  • Nursing Education
  • Research Curriculum Development

Background:

  • PhD nursing programs require robust research training for nurse scientists.
  • Traditional curricula may not adequately prepare students for applied research.
  • A Midwestern R2 university revamped its PhD curriculum to enhance research training.

Purpose of the Study:

  • To describe a novel three-semester applied research course within a PhD nursing program.
  • To evaluate the effectiveness of a collaborative faculty-student research project model.
  • To identify key learnings and provide recommendations for future research training.

Main Methods:

  • Implementation of a three-semester applied research course.
  • Integration of collaborative research projects involving faculty and PhD students.
  • Assessment of student and faculty experiences using a Knowledge, Skills, and Attitudes (KSA) framework.

Main Results:

  • Faculty-student collaboration was critical for student success in developing research competencies.
  • The course provided opportunities for students to integrate and apply research knowledge, skills, and attitudes.
  • Learnings were documented through student and faculty perspectives during the initial year.

Conclusions:

  • Collaborative applied research courses are effective in preparing nurse scientists.
  • The KSA framework provides a useful structure for evaluating research training outcomes.
  • Continuous curriculum evaluation and adaptation are necessary for optimal PhD research education.