Twenty-first century doctoral education: online with a focus on nursing education

The acute shortage of doctorally prepared nursing faculty has prompted the nursing profession to look to new and creative ways of delivering doctoral-level preparation to currently employed nurse educators. The development of an online PhD program, based on recommended benchmark guidelines for a "best practice" approach to Internet-based education, led to a program evaluation matrix for formative and summative student advising and program review. In addition, efforts to seek the student voice in formative as well as summative evaluation provided a well-rounded plan to monitor program outcomes based on recommended benchmark guidelines. The results of first-year student feedback and perceptions reflect that online PhD program delivery promotes high quality professional socialization, mentoring, and student-faculty interaction. The online education experience has served as a stimulus for the incorporation of new learning into the student workplace setting, provides opportunity for educational access not previously available, and builds strong personal and professional relationships among nurse educators.     

Validity and reliability of a practice-based infant pain assessment instrument

The purpose of this study was to determine the validity and reliability of an infantpain assessment instrument. This instrument is an algorithm derived from a model of infant pain assessment that emerged from interviews with pediatric nurses and includes methods for evaluating clinical data that suggest the Iikelihood of pain. Unlike other instruments, this instrument is not restricted to use in clinical situations where the likelihood of pain is evident. This instrument determines the three levels of pain that guide subsequent nursing interventions: no pain, mild pain (discomfort), and severe pain. Content validity was determined by obtaining and incorporating feedback from a focus group of practicing pediatric nurses on various developmental stages of the instrument. Criterion-like validity was excellent: Mean Pearson correlations between the pain ratings of 18 videotaped infants by 24 nursing students using the instrument with ratings performed by a panel of 5 expert nurses not using any instrument was 0.96. Test-retest reliability, as measured by Pearson correlations between pain ratings 3 months apart, was also excellent (r = 0.91).     

Quality of faculty, students, curriculum and resources for nursing doctoral education in Korea: A focus group study

Background

The rapidly increasing number of nursing doctoral programs has caused concern about the quality of nursing doctoral education, including in Korea.

Objectives

To describe the perceived quality of Korean nursing doctoral education in faculty, student, curriculum and resources.

Design

Focus group.

Settings

Fourteen Korean nursing doctoral programs that are research focused and include coursework.

Participants

Four groups of deans, faculty, students and graduates; students completed three semesters of doctoral program; and graduates completed doctoral programs within the most recent 3 years.

Methods

Focus groups examined the strengths and weaknesses of faculty, students, curriculum, and resources.

Results

Faculty strengths were universities’ recognition of faculty research/scholarship and the ability of faculty to attract extramural funding. Faculty weaknesses were aging faculty; high faculty workload; insufficient number of faculty; and teaching without expertise in nursing theories. Student strengths were diverse student backgrounds; multidisciplinary dissertation committee members, and opportunities to socialize with peers and graduates/faculty. Students’ weaknesses were overproduction of PhDs with low academic quality; a lower number and quality of doctoral applicants; and lack of full-time students. Curriculum strengths were focusing on specific research areas; emphasis on research ethics; and multidisciplinary courses. Curriculum weaknesses were insufficient time for curriculum development; inadequate courses for core research competencies; and a lack of linkage between theory and practice. Resources strengths were inter-institutional courses with credit transfer. Weaknesses were diminished university financial support for graduate students and limited access to school facilities. Variations in participant groups (providers [deans and faculty] vs. receivers [students and graduates]) and geographical location (capital city vs. regional) were noted on all the four components.

Conclusions

The quality characteristics of faculty, students, curriculum, and resources identified in this first systematic evaluation of the quality of nursing doctoral education can inform nursing schools, universities, and policy-makers about areas for improvement in Korea and possibly in the world. Geographical variations found in these four components of doctoral education warrant attention by policy-makers in Korea.     

Academic goals orientation questionnaire for Colombian nursing students: Validity and reliability study

BackgroundAcademic motivation guides students toward the achievement of academic objectives and influences their learning. However, there is little research on this subject in nursing education, and validated instruments are not available in Latin America.ObjectiveTo determine the validity and reliability of the Academic Goals Orientation Questionnaire in Colombian nursing students.DesignCross-sectional psychometric study developed in the second semester of 2016.Settings and participants.Undergraduate students in nursing at the National University of Colombia (n = 323).MethodsThe Academic Goals Orientation Questionnaire was administered electronically. In addition, the variables of age, sex and academic year were collected. An analysis of construct validity was carried out by exploratory and confirmatory factor analysis. The reliability of the questionnaire was studied with Cronbach's alpha.ResultsThe exploratory factor analysis revealed the presence of four factors that explain 53.4% of the total variance and that correspond to the dimensions of the original instrument. The overall reliability was α = 0.714. The confirmatory factor analysis verified a good fit of the model (χ² = 128, p = .024); its standardized mean square residue (SRMR) was 0.0471; the root mean square error of approximation (RMSEA) was 0.03 (IC95% = 0.011–0.044), and the comparative fit index (CFI) was 0.972. The learning or task goal obtained the highest average score (m = 4.67, 95% CI = 4.629–4.712), and the Work avoidance goal was the worst rated (m = 2.126, 95% CI = 2.055–2.198) by the students.ConclusionThe Academic Goal Orientation Questionnaire has an adequate validity and reliability in the Colombian context that allows it to be applied in nursing students. However, it is recommended to expand the study with larger samples and other countries in the same context.     

Human dignity: a cornerstone of doctoral education in nursing

Human dignity is foundational to nursing ethics in both the practice and educational arena. It is implicitly and explicitly woven throughout all ethical dialogue. This column offers insight into the ubiquitous nature of human dignity as it surfaced during a doctoral level ethics course. These examples are shared in light of the humanbecoming human dignity ethical tenets: reverence, awe, betrayal, and shame. The prevalence of dignity in ethical discussion serves as a reminder for nurses to carve out time for meaningful discussions regarding its importance to the nursing profession as a whole.     

Turkish version of the revised nursing professional values scale: Validity and reliability assessment

Aim: The purpose of this study was to assess the reliability and validity of a Turkish version of the Revised Nursing Professional Values Scale (NPVS‐R). Methods: The sample of this methodological study consisted of 385 participants, including senior undergraduate nursing students (n = 328) and clinical nurses (n = 57). Data was collected using the NPVS‐R. For NPVS validity, content validity and construct validity were analyzed. The content validity index (CVI) was used to determine item validity. Results: Item CVI ranged from 0.78 to 1.0, and total CVI was 0.93. Construct validity was examined using factor analysis and the five factors were identified as original NPVS‐R. Chronbach's alpha was used to assess the internal consistency reliability. The 26‐item NPVS had a standardized alpha coefficient of 0.92. Test‐retest reliability scale was r = 0.76 (P < 0.001). Conclusion: Our analyses showed that the Turkish version of NPVS‐R has high validity and reliability.     

An assessment form for clinical nursing education: a Delphi study

AIM: This paper reports a study to develop further the existing assessment form and to capture new aspects of assessment for the nursing profession of the future for inclusion in the form. BACKGROUND: Since nursing education became part of the higher education system, the assessment of clinical periods of the programme has become more complicated and requirements are more demanding. Changes in the health care sector, such as demographic changes and shorter hospitalization, create demands upon the independent nursing role of the future. Many educational documents, such as an assessment form, must continuously be up-dated and adapted to changes in society. METHOD: A Delphi study concerning the content of this assessment form was carried out using two rounds. Through this process, an expert panel gave their opinions about the form and possible changes to it. RESULTS: There was general acceptance of the content in the current assessment form. Suggested changes were the addition of two factors concerning collaboration with the family and society, and development of the student's independence. Two new area headings were suggested: one about ability to use the nursing process, and the other about development of a professional stance. CONCLUSIONS: The suggested changes in the assessment form match expected changes in the health care sector and the demands of an academic nursing education.     

Validity and reliability of an internet-based temporal gait assessment tool with healthy adults: a pilot study

OBJECTIVES: To assess in healthy adults the validity and the inter- and intrarater reliability of the Internet-based Shaw Gait Assessment (SGA). DESIGN: Concurrent test-retest reliability and validity study with participants, 4 raters, and the Elite motion analysis system (used as the criterion standard). SETTING: Motion analysis laboratory in a university physical therapy department. PARTICIPANTS: Convenience sample of 16 healthy men and women (age range, 28-53y). INTERVENTION: Each subject performed 2 consecutive walks "at a comfortable pace" on a 6-m walkway. A video camera from the Elite motion analysis system filmed reflective markers, which were attached to subjects' shoes, and the reflective markers provided the criterion standard. Four raters simultaneously recorded each walk by using laptop computers and the SGA. MAIN OUTCOME MEASURES: Paired t test (5% level) for average differences between each test and retest for raters and the Elite; Pearson correlations, limits of agreement, and coefficients of variation (CVs) for validity of the tool; intraclass correlation coefficients (ICCs) for inter- and intrarater reliability. RESULTS: Pearson product moment correlation coefficients between each of the raters and the Elite ranged from .92 to .95 for speed, from .85 to .97 for cadence, from .87 to .92 for step length, from .61 to .84 for left advance limb time, and from .68 to .83 for right advance limb time. Pooled CVs for all variables were below 8% for all raters and the Elite. Pooled ICCs for intrarater reliability were .89 for speed, .99 for cadence, .84 for step length, .76 for left limb advance time, and .84 for right limb advance time. Interrater ICCs were .89 for speed, .82 for cadence, .76 for step length, .66 for left limb advance time, and .81 for right limb advance time. CONCLUSIONS: The SGA is a valid and reliable tool for several key temporal measures of gait in a healthy adult population.     

Patient assessment: validation of a nursing instrument

The aim of this study is to evaluate the reliability and validity of the Byron Physical Assessment Framework (BPAF). The BPAF is a systems based checklist of physiological measurements, signs, and symptoms designed to structure and document the assessment of a patients physical condition by nursing staff. Initially the BPAF was refined using extensive literature review and expert opinion to improve the comprehensiveness and clarity for its intended purpose. As a result the content validity of the BPAF was supported. Inter-rater reliability between both expert–expert and novice–expert pairings was assessed. A total of 68 assessments were conducted by pairs of qualified nurses with patients on general medical and surgical wards and a nursing-led unit in one London Hospital. Reliability of the dichotomous data items of the BPAF was found to be generally good (κ > 0.6) with only one item showing a poor reliability (κ < 0.20). Reliability for continuous items such as pulse and respiratory rate was surprisingly low with evidence of large variation between raters in addition to systematic bias. With relatively little teaching, novice assessors were able to use the BPAF and achieve good inter-rater reliability with expert assessors although this was lower than the reliability of the expert diads. The utilisation of the BPAF to fulfil intended purpose was assessed by examining completed assessments and the outcome in terms of nurses actions in light of new abnormal findings. Both were found to be fair, showing that the BPAF does affect the actions of nurses although it could be utilised more.     

Multidisciplinarity in nursing research: a challenge for today's doctoral student.

Doctorally prepared nurses entering today's research environment must be adept at transcending the research chasm that exists across disciplines and within nursing and be prepared to play leadership roles in multidisciplinary and nursing research. In order to fulfill these roles and meet the need for well-educated nurse scientists, doctoral students must be exposed to research from a multidisciplinary perspective and be able to think across disciplines so as to become familiar with the differences in design language. This paper compares research terminology across the disciplines of epidemiology, psychology, and nursing based on a sample of four research textbooks. It is apparent that although similarities exist, there is also diversity in the language used in research. Doctoral students preparing for comprehensive examinations must avoid becoming caught up in semantics and instead focus on the broad issues with each of the designs. With that knowledge, students will be not only more successful in their examinations but also more effective as leaders in nursing and multidisciplinary research.     

动静态平衡仪评定踝关节稳定性的信效度研究

目的 探讨应用动静态平衡仪评定踝关节稳定程度的信度与效度,为临床应用提供客观依据。方法 选择符合实验要求的慢性踝关节不稳（Chronic Ankle Instabiliy CAI）患者32例和无踝关节扭伤史普通正常人群30例,对CAI患者的患侧踝关节和正常人群单侧踝关节进行3次Pro-kin动静态平衡仪的本体感觉预评估、多轴本体感觉评估和 Cumberland踝关节不稳定评价问卷评定,并将32例3次慢性踝关节不稳患者的本体感觉预评估指标和多轴本体感觉评估指标的均值分别与Cumberland不稳定评价问卷评分进行相关性分析,以检验动静态平衡仪的效度。收集62例受试者的3次评估指标采用等级相关系数（intraclass correlation coefficient ICC）检验Pro-kin动静态平衡仪的信度。对正常组与CAI组多轴本体感觉评估结果采用两独立样本t检验来检验Pro-kin动静态平衡仪的灵敏度。结果 Pro-kin动静态平衡仪多轴本体感觉评估指标：平均轨迹差,平均负重力量差与Cumberland踝关节不稳定评价问卷评分呈中度负相关（r=﹣0.421,-0.419 P＜0.05）;本体感觉预评估指标：前后稳定指数、左右稳定指数、A2-A6稳定指数、A4-A8稳定指数、圆周稳定指数与Cumberland踝关节不稳定评价问卷评分相关性弱（r=0.003-0.164 P＜0.05）。Pro-kin动静态平衡仪的重复测量信度ICC为0.831～0.959,95％可信区间集中;测量者间信度为0.798～0.961,95％可信区间集中。正常组与CAI组多轴本体感觉评估指标比较,差异具有统计学意义（均P＜0.05）。结论 Pro-kin动静态平衡仪多轴本体感觉评估检测指标平均轨迹差和平均负重力量差可用来评估踝关节稳定性且具有较高的灵敏度,并且Pro-kin动静态平衡仪测量踝关节稳定性具有较高的信度。     

A preliminary study of current situation and competences of doctoral nursing education in Taiwan: A multi-methods research design.

AimTo explore the status and overall competency of Taiwan’s doctoral nursing programs.BackgroundTaiwan has 11 universities offer doctoral degree programs in nursing from 1997 to 2020. As the demand for educators of higher nursing education increases, whether the nursing talent requirements have been satisfactorily fulfilled.DesignA two-stage data collection based on a multi-methods survey was conducted.MethodsThe first stage from December 2017 to the end of December 2019, involved collecting admission brochures for 12 doctoral nursing programs provided by 11 universities and 14 Internet databases. In the second stage, convenience sampling was performed to recruit 115 graduates of national doctoral nursing programs to collect data through a self-administered questionnaire online survey from July to the end of September 2018.ResultsA systematic review of the vision and core competencies of each university revealed a general emphasis on nursing knowledge, research, leadership, international perspective and competence, innovation, social practice and policy. More specifically, universities aim to cultivate five core competencies in students, for example, nursing knowledge, scientific and innovative research capabilities and participation in the formulation and promotion of nursing policies. Of the 115 graduates of national doctoral nursing programs surveyed, the online questionnaire revealed that more than half of the respondents were aged 41–50 years (n = 62, 53.9%), 81.8% occupied a teaching position and most had 2.4–9.8 years of study in the program (mean = 6.09 ± 1.81 years). Respondents who completed a doctoral nursing program in Taiwan could learn orderly teaching, research and leadership capabilities with scored 4.12, 4.11 and 3.65, respectively.ConclusionsThe overall orientation of the doctoral nursing programs in Taiwan aligns approximately with global trends in nursing. This study suggests that international and national resources should be incorporated into the cultivation of various competencies and curriculum quality control; moreover, industry, academia and the government should hold regular meetings to formulate suitable evaluation mechanisms.     

Facebook: a tool for nursing education research

Facebook is an online social networking Web site that allows users to connect with other users. Nurse educators can use this technology to advance nursing research. Social networks provide new opportunities for locating potential research participants and maintaining contact during the research process. The purpose of this article is to explain how the researcher used Facebook to locate previous nursing students to ask them to participate in a qualitative study. Between 2006 and 2008, 22 nursing students had participated in international trips over a 3-year period. Because the students had graduated and moved to other geographical areas, the researcher had little or no contact information to use to follow-up with them. The researcher used Facebook to locate 18 of the 22 nursing graduates and invite them to participate in a qualitative research study. A discussion of the process and the potential ethical issues are provided.