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Educating PhD students in research-intensive nursing doctorate programs regarding teaching competencies.

Jacqueline Dunbar-Jacob1, Marilyn Hravnak2

  • 1University of Pittsburgh School of Nursing, Office of the Dean, 3500 Victoria St., 350 Victoria Building, Pittsburgh, PA 15261, United States.

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing
|March 6, 2021
PubMed
Summary

Nursing PhD programs face a decision on including teaching competencies. Clarity on institutional mission is key to determining if teaching skills should be integrated into curricula or learned through experience.

Keywords:
Nursing educationNursing facultyNursing graduate educationResearch-focused doctorateTeaching competencies

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Area of Science:

  • Nursing Education
  • Higher Education

Background:

  • A 2019 summit convened experts to discuss competencies for nursing PhD programs at research-intensive universities.
  • A key debate centered on the inclusion and acquisition of teaching competencies within these doctoral programs.

Purpose of the Study:

  • To explore the consensus and divergent viewpoints regarding the integration of teaching competencies into nursing PhD curricula.
  • To provide guidance for research-intensive universities in defining their mission and aligning PhD program goals with graduate preparedness.

Main Methods:

  • The study is based on discussions and consensus-building from an invitational summit of nursing PhD program stakeholders.
  • Qualitative analysis of expert opinions and deliberations on curriculum development.

Main Results:

  • There is a lack of uniform consensus on whether teaching competencies should be mandatory in nursing PhD programs.
  • The decision to include teaching competencies should align with the university's mission: focusing solely on research, a broader academic scope, or non-academic roles.

Conclusions:

  • Nursing PhD programs must clarify their mission to determine the necessity and method of teaching competency acquisition.
  • Curriculum decisions should consider whether to incorporate didactics, supervised practica, or experiential learning for teaching skills.
  • Programs should balance specialized training with the need for graduate adaptability in a dynamic job market.