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Updated: Jun 2, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

A Hospital Resource for Nurses Navigating Doctoral Education and Beyond.

Suzanne Feetham¹, Katherine Patterson Kelly, Cindy D Colson

¹Author Affiliations: Nursing Research Consultant (Dr Feetham), Nurse Scientist, and Associate Professor, George Washington University School of Medicine, Washington, DC (Dr Kelly), Nursing Research and Development Programs Manager (Dr Engh), Department Nursing Science, Professional Practice Quality, Director Healthcare Consulting CBRE Washington DC (Dr Frame): Chief Nursing Informatics and Education Officer (Dr King), Nurse Practitioner, Psychiatry Consult Liaison Service (Dr Ojini), Division of Emergency Medicine and Trauma Nursing Director (Dr Schultz), Sickle Cell Disease Lead Translation Research Advanced Practice Nurse and Director of the Sickle Cell Disease Transition Clinic, Associate Professor George Washington University (Dr Barbara Speller-Brown), and Simulation Program Manager (Dr Walsh), Children's National Hospital, Washington, DC; and Assistant Professor (Dr Giordano), Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, Georgia.

The Journal of Nursing Administration

|January 14, 2025

Summary

A Doctoral Support Group (DSG) helps nurses pursue doctoral education while employed, fostering research and science translation to improve patient care and system outcomes. This initiative supports nurse retention and advancement in practice.

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Area of Science:

Nursing Science
Healthcare Administration
Professional Development

Background:

Advancing nursing practice necessitates doctoral-prepared nurses to lead research and translate scientific findings into clinical application.
Hospitals need strategies to support nurses pursuing doctoral degrees while maintaining their employment and clinical roles.

Purpose of the Study:

To describe the development and sustainability of a Doctoral Support Group (DSG) within a hospital setting.
To provide practical strategies for establishing and maintaining a DSG to support nurses in doctoral education.

Main Methods:

The authors share 18 years of experience in managing a DSG at a single hospital.
The DSG is designed to assist nurses considering or actively engaged in doctoral studies.

Main Results:

The DSG provides a structured environment for nurses to navigate doctoral education alongside their professional responsibilities.
Implementation of the DSG contributes to a supportive environment for retaining nurses with doctoral degrees.

Conclusions:

Doctoral-prepared nurses are crucial for advancing nursing practice, research, and patient outcomes.
Establishing a DSG is a viable strategy for hospitals to support and retain doctoral-prepared nurses, thereby enhancing the healthcare system.