Challenges to research productivity of doctoral program nursing faculty

The Institute of Medicine, responding to a national health care crisis and related nursing labor force concerns, has called for an increase in the proportion of registered nurses with baccalaureate or higher degrees to 80% and a doubling of the number of nurses with doctorates by 2020. Simultaneously, large numbers of senior faculty are starting to retire, whereas the movement of doctorally prepared nurses into academia is insufficient to replace them. Issues associated with the efforts of nursing programs to increase their capacity to respond to the Institute of Medicine's recommendations, particularly the effect on scholarly productivity among nursing faculty in doctoral programs, are examined in this article. Creative strategies for promoting scholarly productivity among doctoral program faculty are identified.     

Issues and challenges in international doctoral education in nursing

Education is a driving force in improving the health and welfare of communities globally. Doctoral education of nurses has been identified as a critical factor for provision of leadership in practice, scholarship, research, policy and education. Since the genesis of doctoral education in nursing in the USA in the 1930s, this movement has burgeoned to over 273 doctoral programs in over 30 countries globally. The present article seeks to identify the issues and challenges in nursing doctoral education globally, and those encountered by doctoral program graduates in meeting the challenges of contemporary health care systems. Information was derived from a comprehensive literature review. Electronic databases and the Internet, using the Google search engine, were searched using the key words "doctoral education"; "nursing"; "International Network for Doctoral Education in Nursing"; "global health"; "international research collaboration". Doctoral education has been a critical force in developing nurse leaders in education, management, policy and research domains. An absence of consensus in terminology and of accurate minimum data sets precludes comparison and debate across programs. The complexity and dynamism of contemporary globalized communities render significant challenges in the conduct of doctoral programs. Addressing funding issues and faculty shortages are key issues for doctoral programs, especially those in developing countries, to achieve an identity uniquely their own. These challenges can also afford considerable opportunities for discussion, debate and the formulation of innovative and collaborative solutions to advance nursing knowledge and scholarship. In spite of discrete differences between countries and regions, the similarities in the issues facing the development of doctoral programs internationally are more striking than the differences. The harnessing of a global collective to address these issues will likely serve to not only forge the future viability of doctoral education of nurses but to improve the health and well-being of communities. This paper proposes international collaborative strategies to address a number of the challenges identified.     

Philosophy of science in doctoral nursing education revisited

Because every scientific theory and all research methods are tied to some philosophical framework, it is important that scientists within a given discipline be aware of the philosophical orientations that serve as the basis for developing theory and advancing knowledge. Nurse scientists have been challenged recently to examine the discipline's philosophical underpinnings in order to understand the evolutionary process of nursing science. The inclusion of the study of philosophy of science in doctoral nursing curriculum has remained a topic of periodic discourse. Whereas some assert that it promotes the essential process of philosophical reflection necessary for scientific exploration of relevant phenomenon, others contend that nurse scientists' preoccupation with this issue has diverted their attention from the real business of nursing science—that of knowledge development that will lead to legitimization of nursing as a discipline. Philosophy of science provides a useful frame of reference in which to appreciate the unfolding of nursing as a discipline. It should not be viewed as a distraction but rather a critical step in the transformation of the doctoral student into a productive nurse scientist. Doctoral programs remain the most logical place in which to educate future scholars regarding nursing's unique philosophical foundations and their implications for scientific inquiry and continued knowledge development. Creating and maintaining liaisons between nursing and philosophy departments—as well as requiring courses that emphasize the interrelationships among philosophy of science, nursing theory, and nursing research—are just a few of the strategies whereby doctoral programs can actively promote advancement of the discipline.     

The learning experiences of international doctoral students with particular reference to nursing students: A literature review

One of the key challenges for the advancement of nursing globally is the development of doctorally prepared educators and leaders in a context where there is a shortage of provision of doctoral nursing programmes. For the short term future, many nurses wishing to undertake a doctorate will need to complete this education in the USA, the UK or Australia. Very little is known however about the nature of their learning experiences in these countries. This paper presents a literature review on the international doctoral student experience, with specific reference to nursing. A thorough review of the literature from 1990 to 2009 was undertaken which yielded only three empirical studies related to nursing. The review was then expanded to include subjects other than nursing which yielded 16 studies in total. This paper presents key themes that appear to be generic to international doctoral students, and draws out specific implications for nursing.The review found that international doctoral students’ learning experiences were strongly influenced by the extent to which they could engage with three key elements of doctoral programmes:

1.

pedagogical paradigms (specifically, self-directed learning and an emphasis upon criticality),

2.

pedagogical practices (specifically, understanding supervision styles and relationships and learning in a second language),

3.

academic environments (including the availability and accessibility of peer support and professional development opportunities).

The first months represented a critical time of transition and most international students seemed to want and expect considerable support and structured in-put during this period. Most studies concluded that there was a need for greater institutional support and supervisor training. The three nursing-specific papers were entirely consistent with these themes.The existing evidence is extremely heterogeneous and of variable methodological quality. In order to ensure that doctoral nursing students are getting a high quality and appropriate PhD experience, there is a need for more research specifically with this group. There is also a need to investigate the different stages of the doctoral process in nursing, including, for example, writing up and examination processes and post-doctoral career outcomes.     

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.     

日本护理教育研究方法分析

通过对日本护理教育研究相关文献的统计,分析了日本护理教育的研究方法具有研究方法的多样性和质性研究的有效性特点,提出中国护理教育应探索研究方法的突破,以提高教育研究的质量.     

护理继续教育中科研能力培养问题的研究

揭示了影响护理科研开展的因素：包括护士学历层次低,缺乏科研意识、科研能力和研究文献,提出护理人员科研能力的培养,是提高继续教育质量和增强护士思维与解决实际问题能力的需要和重要途径。为此护理人员要积极适应新要求,通过继续教育,全面提高自己的综合素质。继续教育必须转变思想、更新观念、高度重视护士科研能力的培养工作;精心设计教学方案,把培养护士科研能力纳入教学计划,提出了护理继续教育开展护理科研教育的途径与方法。     

Evaluation of doctoral nursing education in Japan by students, graduates, and faculty: a comparative study based on a cross-sectional questionnaire survey

Evaluation of doctoral education in nursing is needed with the rapid increase in doctoral nursing programs in Japan. This study aimed to compare the evaluations of doctoral nursing education by students, graduates, and faculty. All 46 doctoral nursing programs in Japan were target settings. 127 students who had been in the doctoral program, 24 graduates and 87 faculty members had responded to the survey. A questionnaire with 17 items for program evaluation, 12 items for faculty evaluation, 9 items for resource evaluation, and 3 for overall evaluations was distributed in November and December 2008. Responses to 1 program evaluation item, 2 faculty evaluation items and 4 resource evaluation items indicated significant differences among evaluators. While 79.2% of graduates responded positively that the number of faculty members was sufficient to facilitate learning, only 36.1% of faculty members and 49.6% of students responded affirmatively. Graduates' ratings were the most positive and faculty members were the least positive, especially for infrastructure or equipment such as libraries, computers, and the number of technical and support staff. The significant differences among the evaluators suggested that having evaluators in various roles is important to evaluate the quality of doctoral nursing education.     

护理学专业自学考试考生临床能力考查现状与分析

护理学是一门实践性很强的学科,护理学专业自学考试作为一种重要的继续教育形式,更加强调学科应用能力和职业适应能力.临床能力是护理工作者必需具备的基本能力,在护理学专业自学考试中应当加强对临床能力的考查.在明确临床能力内涵的基础上,结合护理学专业自学考试考生临床能力考查现状及存在问题,提出加强临床能力考查的对策,并以能力立意命题进行实践探索.     

从我国护理队伍的现状论护理教育的发展规划

护理教育是卫生科学教育的重要组成部分,担负着为人民的卫生保健事业培养各级护理人才的重任.随着社会经济和卫生事业的发展,我国护理人才日渐趋紧.本文通过对护理队伍状况的分析,提出护理教育的发展规划.     

Global quality criteria, standards, and indicators for doctoral programs in nursing; literature review and guideline development

BACKGROUND: Nursing profession has intensified education and training of nurse researchers who could enhance the health of people through the discovery and dissemination of knowledge. This resulted in rapid increase in the number of doctoral programs in nursing in many countries in recent decades, but the guidelines for quality programs are lacking. OBJECTIVES: To develop guidelines for quality criteria, standards, and indicators for doctoral programs in nursing that may be used worldwide. METHODS: The work of the quality criteria, standards and indicators (QCSI) committee of the International Network for Doctoral Education in Nursing formed the basis of this paper and authors supplemented it by a literature review and consultation with international experts. FINDINGS: The major criteria of quality of doctoral program were: the nature of the mission, the quality of faculty, the students, the curriculum, program administration, and resources. Sub-criteria, standards and indicators for each of these criteria were identified in sufficient detail to provide guidance for quality doctoral programs in nursing. Concerns as to whether the QCSI would apply to those countries and doctoral programs that focus on a research thesis only, without formal coursework were addressed. Experts from across the world felt that the QCSI would be applicable for most program types. CONCLUSIONS: Global criteria, standards, and indicators for doctoral programs in nursing presented in this article may serve as guidelines for most doctoral programs in the world as these were developed by experienced nurse scholars representing eight countries from five continents. The degree of detail in these parameters is sufficient to enhance the utility of the QCSI for all doctoral programs worldwide.     

微认证在护理领域中的应用进展

随着互联网数字化技术的发展,微认证作为一种能力本位、结果导向的补充认证模式,可以促进护理特定专业能力灵活认证和证书流通,弥补传统教育认证模式难以满足现代护理专业持续变革的需求。该文对微认证的发展背景以及其在护理领域的应用现状进行综述,分析微认证运用于护理领域的趋势和方向,以期为推动微认证在护理领域的应用及发展提供参考。     

Challenges and strategies in developing nursing research capacity: a review of the literature

OBJECTIVES: This paper reports the findings of a critical overview of the development of nursing research capacity in academic departments. It examines the major barriers to developing research capacity, the capacity building strategies adopted (or proposed) within the literature, and considers the wider context within which such endeavours take place. DESIGN: The literature review forms part of a longitudinal project utilising case study methodology. A key word search was used to locate relevant journal articles for the period 1999-2004, derived from the project's research question and an earlier literature review. A number of manual 'shelf searches' were conducted. DATA SOURCES: Bibliographic data were retrieved from The Cumulative Index of Nursing and Allied Health literature, The Social Science Citation Index, and Medline. REVIEW METHODS: Approximately 150 articles were retrieved, of which 47 were included in the study. Given the paucity of work in this area papers were not excluded on the grounds of methodological weakness. Major themes were identified in each paper and an analytical framework was developed. RESULTS: Two main challenges affecting research capacity development were identified-material constraints and organisational contexts, and the changing roles and expectations of nurse educators. The importance of developing an overall strategic approach, clearly communicated, and accompanied by effective leadership was a point of common agreement. Debate existed on how research support should be managed, particularly the merits of inclusivity and the reconcilement of individual and organisational needs. Specific capacity strategies identified in the literature were the creation of infrastructures, the fostering of research cultures and environments, and the facilitation of training and collaboration. CONCLUSIONS: The literature offers many examples of capacity building strategies. However, more empirical studies are needed to understand the situated process of implementing and evaluating capacity building in individual academic departments, and how this process differs between geographical settings.     

远程护理教育的发展现状

远程教育是以学习者为主体,以教师为主导,以先进的教育技术为手段,以终身教育理念为宗旨的现代教育形式.通过对国内外远程护理教育的现状的描述,以发现我国远程护理教育的不足,借鉴他国先进的远程教育管理模式,为我国远程护理教育管理体制和运行机制的完善提供依据.     

Value of implementation science and hybrid implementation research designs for nursing education research: A discussion paper

IntroductionNursing education research is complex and contextualized. The evaluation and impact of educational innovations on students, educators, and educational outcomes are influenced by the complexity of environments. Most interventional research in nursing is designed and implemented without considering the behavioral and contextual issues affecting educational innovations, uptake and change processes, and outcomes. Implementation science has emerged as a valuable methodology for designing and conducting interventional research that has the potential to translate evidence and innovations quickly into practice.PurposeThis paper aims to explore the value of implementation science theories, models, and frameworks and hybrid designs for interventional nursing education research and illustrate how these can be used in nursing education research.MethodsA brief overview of implementation science, the various types of theories, models and frameworks and Hybrid designs are provided. Illustrative examples demonstrating the incorporation of these methodologies in interventional nursing education research are provided.ResultsA brief overview of implementation and its key concepts namely context, implementation strategies, fidelity, outcomes, adaptation, and sustainability is provided. Three types of hybrid designs are discussed with examples in nursing education research.DiscussionThe implications of implementation science for nursing education research are: a) Accelerating uptake of innovations to improve educational outcomes, b) targeting systematic change in individual and organizational behaviour and c) ensuring the sustainability of teaching and learning innovations.ConclusionIncorporating implementation science in nursing education research can optimize the uptake of educational innovations in practice in a sustainable manner. Nurse educators should equip themselves with implementation science skills and develop competencies to enhance the delivery of effective and quality nursing education.