指导博士生参与学术项目和论文写作。
Mentoring students engaging in scholarly projects and dissertations in doctoral nursing programs.
机构信息
School of Nursing & Health Studies, Georgetown University, Washington, DC.
School of Nursing & Health Studies, Georgetown University, Washington, DC.
出版信息
Nurs Outlook. 2019 Nov-Dec;67(6):776-788. doi: 10.1016/j.outlook.2019.06.021. Epub 2019 Jul 5.
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.
背景
美国的护理实践博士（DNP）项目呈指数级增长，超过了护理哲学博士（PhD）项目的数量。教师们正在指导越来越多的学生进行 DNP 项目或博士论文研究。
目的
本描述性研究探讨了教师的特征，并考察了美国护理学院协会成员护理教师指导学生 DNP 项目或博士论文的支持、参与和结果。
方法
研究人员开发了一份调查工具，通过电子邮件发送给 AACN 博士项目的 550 名院长和项目主任，供他们的博士教师分发。使用描述性统计方法对调查数据进行分析。
结果
完成了 177 个 DNP 和 53 个博士（N=230）项目的调查。教师们描述了在指导角色中面临的挑战，包括：时间限制、工作量分配、资源、教师角色准备、学生准备情况以及学生成果的差异。
结论
需要进一步的对话和共识，以促进护理博士项目中对学生的指导，确保学术成果的严谨性。
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