Mentoring students engaging in scholarly projects and dissertations in doctoral nursing programs

Kelley M. Anderson; Maureen Kirkpatrick McLaughlin; Nancy A. Crowell; Jane M. Fall-Dickson; Krista A. White; Ella T. Heitzler; Karen S. Kesten; Edilma L. Yearwood

doi:10.1016/j.outlook.2019.06.021

Mentoring students engaging in scholarly projects and dissertations in doctoral nursing programs

Kelley M. Anderson^*, Maureen Kirkpatrick McLaughlin, Nancy A. Crowell, Jane M. Fall-Dickson, Krista A. White, Ella T. Heitzler, Karen S. Kesten, Edilma L. Yearwood

^*Corresponding author for this work

Graduate School of Nursing

Research output: Contribution to journal › Article › peer-review

49 Scopus citations

Abstract

Background: Doctor of Nursing Practice (DNP) programs in the US have grown exponentially, outnumbering Doctor of Philosophy (PhD) in Nursing programs. Faculty are mentoring increasing numbers of students on DNP projects or PhD dissertations. Purpose: This descriptive study explored faculty characteristics and examined support, engagement, and outcomes of American Association of Colleges of Nursing member nursing faculty mentoring student DNP projects or PhD dissertations. Method: A researcher-developed survey tool was emailed to 550 Deans and Program Directors of AACN doctoral programs for distribution to their doctoral faculty. Survey data were analyzed using descriptive statistics. Findings: 177 DNP and 53 PhD (N=230) program surveys were completed. Faculty described challenges in the mentoring role including: time constraints, workload allocation, resources, faculty role preparation, student readiness, and variability in student outcomes. Conclusions: Additional dialogue and consensus is required to promote mentoring of students in nursing doctoral programs to ensure rigor of scholarly outcomes.

Original language	English
Pages (from-to)	776-788
Number of pages	13
Journal	Nursing Outlook
Volume	67
Issue number	6
DOIs	https://doi.org/10.1016/j.outlook.2019.06.021
State	Published - 1 Nov 2019

Keywords

DNP
Doctoral programs
Mentoring
Nursing faculty
PhD

Access to Document

10.1016/j.outlook.2019.06.021

Cite this

@article{1f7c49a867f74cab81d4d8e572b2819f,

title = "Mentoring students engaging in scholarly projects and dissertations in doctoral nursing programs",

abstract = "Background: Doctor of Nursing Practice (DNP) programs in the US have grown exponentially, outnumbering Doctor of Philosophy (PhD) in Nursing programs. Faculty are mentoring increasing numbers of students on DNP projects or PhD dissertations. Purpose: This descriptive study explored faculty characteristics and examined support, engagement, and outcomes of American Association of Colleges of Nursing member nursing faculty mentoring student DNP projects or PhD dissertations. Method: A researcher-developed survey tool was emailed to 550 Deans and Program Directors of AACN doctoral programs for distribution to their doctoral faculty. Survey data were analyzed using descriptive statistics. Findings: 177 DNP and 53 PhD (N=230) program surveys were completed. Faculty described challenges in the mentoring role including: time constraints, workload allocation, resources, faculty role preparation, student readiness, and variability in student outcomes. Conclusions: Additional dialogue and consensus is required to promote mentoring of students in nursing doctoral programs to ensure rigor of scholarly outcomes.",

keywords = "DNP, Doctoral programs, Mentoring, Nursing faculty, PhD",

author = "Anderson, {Kelley M.} and McLaughlin, {Maureen Kirkpatrick} and Crowell, {Nancy A.} and Fall-Dickson, {Jane M.} and White, {Krista A.} and Heitzler, {Ella T.} and Kesten, {Karen S.} and Yearwood, {Edilma L.}",

note = "Publisher Copyright: {\textcopyright} 2019 Elsevier Inc.",

year = "2019",

month = nov,

day = "1",

doi = "10.1016/j.outlook.2019.06.021",

language = "English",

volume = "67",

pages = "776--788",

journal = "Nursing Outlook",

issn = "0029-6554",

number = "6",

}

TY - JOUR

T1 - Mentoring students engaging in scholarly projects and dissertations in doctoral nursing programs

AU - Anderson, Kelley M.

AU - McLaughlin, Maureen Kirkpatrick

AU - Crowell, Nancy A.

AU - Fall-Dickson, Jane M.

AU - White, Krista A.

AU - Heitzler, Ella T.

AU - Kesten, Karen S.

AU - Yearwood, Edilma L.

PY - 2019/11/1

Y1 - 2019/11/1

N2 - Background: Doctor of Nursing Practice (DNP) programs in the US have grown exponentially, outnumbering Doctor of Philosophy (PhD) in Nursing programs. Faculty are mentoring increasing numbers of students on DNP projects or PhD dissertations. Purpose: This descriptive study explored faculty characteristics and examined support, engagement, and outcomes of American Association of Colleges of Nursing member nursing faculty mentoring student DNP projects or PhD dissertations. Method: A researcher-developed survey tool was emailed to 550 Deans and Program Directors of AACN doctoral programs for distribution to their doctoral faculty. Survey data were analyzed using descriptive statistics. Findings: 177 DNP and 53 PhD (N=230) program surveys were completed. Faculty described challenges in the mentoring role including: time constraints, workload allocation, resources, faculty role preparation, student readiness, and variability in student outcomes. Conclusions: Additional dialogue and consensus is required to promote mentoring of students in nursing doctoral programs to ensure rigor of scholarly outcomes.

AB - Background: Doctor of Nursing Practice (DNP) programs in the US have grown exponentially, outnumbering Doctor of Philosophy (PhD) in Nursing programs. Faculty are mentoring increasing numbers of students on DNP projects or PhD dissertations. Purpose: This descriptive study explored faculty characteristics and examined support, engagement, and outcomes of American Association of Colleges of Nursing member nursing faculty mentoring student DNP projects or PhD dissertations. Method: A researcher-developed survey tool was emailed to 550 Deans and Program Directors of AACN doctoral programs for distribution to their doctoral faculty. Survey data were analyzed using descriptive statistics. Findings: 177 DNP and 53 PhD (N=230) program surveys were completed. Faculty described challenges in the mentoring role including: time constraints, workload allocation, resources, faculty role preparation, student readiness, and variability in student outcomes. Conclusions: Additional dialogue and consensus is required to promote mentoring of students in nursing doctoral programs to ensure rigor of scholarly outcomes.

KW - DNP

KW - Doctoral programs

KW - Mentoring

KW - Nursing faculty

KW - PhD

UR - http://www.scopus.com/inward/record.url?scp=85070559763&partnerID=8YFLogxK

U2 - 10.1016/j.outlook.2019.06.021

DO - 10.1016/j.outlook.2019.06.021

M3 - Article

C2 - 31421860

AN - SCOPUS:85070559763

SN - 0029-6554

VL - 67

SP - 776

EP - 788

JO - Nursing Outlook

JF - Nursing Outlook

IS - 6

ER -