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

Authors
  • Anderson, Kelley M1
  • McLaughlin, Maureen Kirkpatrick2
  • Crowell, Nancy A2
  • Fall-Dickson, Jane M2
  • White, Krista A2
  • Heitzler, Ella T2
  • Kesten, Karen S3
  • Yearwood, Edilma L2
  • 1 School of Nursing & Health Studies, Georgetown University, Washington, DC. Electronic address: [email protected]
  • 2 School of Nursing & Health Studies, Georgetown University, Washington, DC.
  • 3 The George Washington University School of Nursing, Washington, DC.
Type
Published Article
Journal
Nursing outlook
Publication Date
Jul 05, 2019
Identifiers
DOI: 10.1016/j.outlook.2019.06.021
PMID: 31421860
Source
Medline
Keywords
Language
English
License
Unknown

Abstract

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. 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. 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. 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. Additional dialogue and consensus is required to promote mentoring of students in nursing doctoral programs to ensure rigor of scholarly outcomes. Copyright © 2019 Elsevier Inc. All rights reserved.

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