PhD programs and the advancement of nursing science

Nurses are well-positioned to be groundbreaking researchers, scientists, leaders, and innovators to improve the health and well-being of individuals, families, and communities. Nurse scientists are needed to contribute to scientific discoveries that inform effective strategies to improve patient care and outcomes and to inform future policies. Thoughtful consideration is required about the preparation of nurse scientists to ensure they are equipped with the knowledge and skill sets to meet the needs of society. Evolving health needs and priority areas of inquiry along with an ever-increasing array of sophisticated methodologies and centrality of interdisciplinary teams to solve complex problems should drive how we prepare PhD students. This paper reflects a panel and subsequent dialogue with nurse leaders at the PhD summit held at the University of Pennsylvania in October 2019. Three aspects of PhD education and the advancement of nursing science are discussed 1) examining important elements to support nurse scientist development; 2) identifying key gaps in science that the discipline needs to address in educating the next generation of nurse scientists; and 3) preparing nurse scientists for the competitive funding environment.     

From idea to graduation: the evolution of the first PhD program in a HBCU.

Hampton University has the distinction of being the first Historically Black College or University (HBCU) to fully implement a PhD in Nursing program. This was history making for our campus as the charter was changed to accommodate doctoral education. The PhD in Physics was the first doctoral program on campus, and Nursing was one of three doctoral programs that followed. Hampton University enrolled its first class of four students in the PhD in Nursing program in the fall of 1999. The major goal of the Hampton University PhD program in Nursing is the preparation of nurse scholars and researchers who can advance scientific knowledge and influence the development of effective health care policies and practices. This journey describes steps Hampton University has taken in addressing the demand for doctorally prepared nurses, especially minority nurses. Training more minority nurses impacts all communities, especially medically undeserved communities and minority populations.     

Interventions to boost enrollment in nursing doctor of philosophy (PhD) programs

BackgroundNursing Doctor of Philosophy (PhD) enrollments are languishing, and little is known about PhD enrollment strategies that may lessen nursing's PhD shortage.PurposeThis study examined strategies for bolstering PhD enrollments or enrollment intentions among college students and graduates.MethodsAn integrative review was undertaken using Whittemore and Knafl's methodology and Garrard's Matrix Method. Nine databases were searched, and a hand search was conducted.FindingsStrategies were predominantly situated in science, technology, engineering, and mathematics (STEM) disciplines. Features of successful strategies contained core components of faculty mentoring, hands-on research, funding and compensation, undergraduate participation, summer timeframe, informational sessions, and social support.DiscussionLess rigorous study designs and mostly STEM samples inhibit the transferability of these strategies to nursing. Qualitative research is needed to better understand nursing students’ perspectives about the PhD. Additionally, current PhD enrollment strategies within nursing schools need to be systematically evaluated and the findings disseminated.     

A prebaccalaureate PhD option: shaping the future of research-focused doctoral education

The future of PhD education in nursing is at a crossroads. Our current practice of primarily enrolling post-master's students with years of clinical experience is not producing an adequate number of graduates who are able to make significant and sustained contributions to nursing research. Therefore, it is timely to consider educational innovations that encourage a different population of students to consider doctoral research training. A prebaccalaureate or early-entry option to the PhD in nursing is a means toward this end. At the University of Wisconsin-Madison, a select group of prenursing students and students beginning the nursing major are offered an early admission to PhD education. A key component of the Early Entry PhD Option is immediate and intensive research training with an established nurse faculty researcher. In this article, the authors describe the curriculum of a prebaccalaureate, research-focused doctoral option and its early results.     

Human sense of vision: A guide to future endoscopic imaging systems

Summary

Visual perception is the leading sensorial impression from the environment in most situations of daily life. It is almost the only sensorial impression from the operating field in image-guided surgery. In this regard the qualities of the imaging system have considerable impact on the course of the surgical intervention. The way to significant improvements of technical imaging systems is shown up by the sense of vision itself. Five aspects of the sense of vision can be identified as a model for endoscopic imaging tools: (1) Direction of the line of sight; (2) Maintenance of clear vision; (3) Spatial vision; (4) Differentiated visual field and panoramic view; (5) High resolution. The five aspects of the human visual sense introduced obviously represent only a part of the qualities of the human eye. Without doubt our simple analysis of the physiology cannot be understood as a technical plan to imitate the human eye. But it should demonstrate how we can abstract functional principles and define developmental guidelines for future tools according to these functional principles. In a series of developments technical solutions covering the above features have been set up and operatively tested. The experience gained thereof has been used to define the scenario of an integrative future endoscope system, currently realized within a collaborative project.     

Assessing postgraduate outcomes of research-intensive nursing science PhD programs: Methods and metrics

BackgroundAcross disciplines and within higher educational systems, assessing postgraduate outcomes is essential for evaluating doctoral programs, including research-intensive nursing science doctoral programs. However, there are limited reports regarding methods and metrics related to postgraduate longitudinal evaluation of research-focused nursing doctoral programs.PurposeThe purpose of this paper is to summarize studies in the area of postgraduate outcome assessment and provide recommendations regarding outcome methods and metrics for evaluating the effectiveness of research-focused nursing doctoral programs.MethodsPubMed/Medline, CINHAL Complete, and Google Scholar databases were searched using key words including PhD program, doctoral program, longitudinal evaluation, evaluation, program evaluation, PhD alumni survey, education outcomes and PhD program outcomes. We excluded non-English and full-text articles that were not available for review.DiscussionBased on a review of the literature, there are few reports on methods and questionnaires for postgraduate outcome assessment. There is a critical need to develop standardized core metrics/questions, longitudinal assessments, and a shared data repository. The latter will allow for comparisons across nursing doctoral programs.ConclusionRobust standardized longitudinal assessment of nursing doctoral programs is a necessary step for comparison across programs and re-envisioning the nursing doctoral education of the future.     

Looking back at the doctorate: a qualitative study of Jordanian graduates from PhD programs in the UK

Many countries develop their nursing capacity by sending nurses overseas to gain their doctorates. There is a lack of research on their subsequent experience and career development. Focusing on the Jordanian and UK contexts, this qualitative study explored the doctoral and postdoctoral experience. Interviews were held with 16 PhD nursing graduates in Jordan. The participants had studied in 12 different universities in the UK and now worked as faculty members in seven Jordanian universities. The data were analyzed thematically. The participants reported that the most difficult task (but also the most significant achievement) was the transition to autonomous scholarship. They also described a profound personal transformation as a result of living in another country. However, very few of them could cite examples of how they were using their skills now to influence their current practice within their faculty roles. This suggests a possible under-use of the skills, new perspectives, and enthusiasm that new doctoral graduates bring back home with them. Future research should focus on identifying ways to support and develop doctoral nursing graduates to maximize their potential on their return home.     

A vision for occupational therapy: tradition meets the future

Advancing technology and world events will have an impact on the practice of occupational therapy. Computers, communication technology, and environmental concerns are all examples of issues that must be considered as major determinants in future practice decisions related to all groups. Incorporating these areas into the traditions of occupational therapy will result in a vital profession that cannot be replaced. However, these advances and events must not sway occupational therapists from their area of expertise. Technology will never be mastered if the profession continues to stray into areas of practice that do not form the core of occupational therapy.