Doctoral education in nursing: evaluation of a nontraditional program option

Selected outcomes of an intensive, summer-only doctoral program in nursing were assessed using quantitative and qualitative data obtained from program-specific questionnaires and Educational Testing Service (ETS) Graduate Program Self-Assessment (GPSA) student and faculty questionnaires. Students evaluated the overall program as successful, satisfying, and stimulating, but also as stressful. Educational interventions to ameliorate student stress did not impact student evaluations of reported stress levels. Comparisons of summer-only and regular academic year students showed no differences in demographics, although differences between groups were found in long-term goals. Overall ETS questionnaire data were consistent with the Holzemer and Chambers (1986) baseline data for schools of nursing and showed no unusual patterns or trends. Summer-only and regular program student ratings were similar on all ETS scales.