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护士科学家应具备哪些博士能力?

What PhD competencies should guide the preparation of nurse scientists?

机构信息

Columbia University School of Nursing, New York, NY, United States of America; College of Dental Medicine, Columbia University Medical Center, New York, NY, United States of America.

Columbia University School of Nursing, New York, NY, United States of America; Department of Epidemiology, Mailman School of Public Health, Columbia University, New York, NY, United States of America.

出版信息

J Prof Nurs. 2021 Jan-Feb;37(1):201-203. doi: 10.1016/j.profnurs.2020.06.010. Epub 2020 Aug 9.

DOI:10.1016/j.profnurs.2020.06.010
PMID:33674094
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC7415220/
Abstract

PhD Summit attendees, as part of moderated roundtable discussions, responded to two questions: What PhD competencies should guide the preparation of PhD prepared nurses to function in current and emerging roles? and How has innovation in programs and curricula changed the landscape to prepare and support PhD students for success? The purpose of this report is to summarize Summit discussion around these issues and assess the current relevance of 2010 AACN competencies and whether they are adequate to meet the needs of emerging nurse scientists.

摘要

博士生峰会的与会者在小组讨论会上回答了两个问题

博士学位应具备哪些能力,以指导准备攻读博士学位的护士在当前和新兴角色中发挥作用?以及课程和项目的创新如何改变了培养和支持博士生取得成功的环境?本报告旨在总结峰会对这些问题的讨论,并评估 2010 年 AACN 能力的当前相关性,以及它们是否足以满足新兴护理科学家的需求。

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本文引用的文献

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Invitational summit: Re-envisioning research focused PHD programs of the future.特邀峰会:重新构想未来聚焦研究的博士学位项目。
J Prof Nurs. 2021 Jan-Feb;37(1):221-227. doi: 10.1016/j.profnurs.2020.09.004. Epub 2020 Sep 3.
2
Global service-learning and COVID-19-What the future might look like?全球服务学习与新冠疫情——未来会是什么样?
J Clin Nurs. 2020 Oct;29(19-20):3607-3608. doi: 10.1111/jocn.15369. Epub 2020 Jun 14.
3
Practical approaches to pedagogically rich online tutorials in health professions education.健康职业教育中具有丰富教学内容的在线教程的实用方法。
Rural Remote Health. 2020 May;20(2):6045. doi: 10.22605/RRH6045. Epub 2020 May 30.
4
COVID-19: consequences for higher education.新冠疫情:对高等教育的影响
Lancet Oncol. 2020 Jun;21(6):758. doi: 10.1016/S1470-2045(20)30287-4. Epub 2020 May 21.
5
Dissemination of PhD Dissertation Research by Dissertation Format: A Retrospective Cohort Study.博士论文研究成果以论文形式传播:一项回顾性队列研究。
J Nurs Scholarsh. 2019 Sep;51(5):599-607. doi: 10.1111/jnu.12504. Epub 2019 Jul 16.
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A National Survey Examining Manuscript Dissertation Formats Among Nursing PhD Programs in the United States.一项针对美国护理博士项目论文格式的全国性调查
J Nurs Scholarsh. 2018 May;50(3):314-323. doi: 10.1111/jnu.12374. Epub 2018 Mar 8.
7
To what extent has doctoral (PhD) education supported academic nurse educators in their teaching roles: an integrative review.博士(PhD)教育在多大程度上支持了学术护理教育工作者的教学角色:一项综合综述。
BMC Nurs. 2018 Feb 22;17:6. doi: 10.1186/s12912-018-0273-3. eCollection 2018.
8
Expanding horizons: Lonergan's philosophy as a guide to PhD program pedagogy.拓展视野:作为博士课程教学法指南的隆纳根哲学。
Nurs Outlook. 2018 Jan-Feb;66(1):77-83. doi: 10.1016/j.outlook.2017.07.003. Epub 2017 Jul 15.
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Facilitating the Transition of Nurse Clinician to Nurse Scientist: Significance of Entry PhD Courses.促进临床护士向护理科学家的转变:博士入学课程的意义
J Prof Nurs. 2017 Jan-Feb;33(1):74-80. doi: 10.1016/j.profnurs.2016.06.005. Epub 2016 Jun 18.
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Pathways to the PhD in Nursing: An Analysis of Similarities and Differences.护理学博士学位之路:异同分析
J Prof Nurs. 2016 May-Jun;32(3):163-72. doi: 10.1016/j.profnurs.2015.04.006. Epub 2015 Apr 21.