University of South Carolina, United States of America.
University of South Carolina, United States of America.
J Prof Nurs. 2021 Mar-Apr;37(2):373-378. doi: 10.1016/j.profnurs.2020.04.012. Epub 2020 Apr 25.
There is a need to facilitate research collaboration between PhD- and DNP-educated faculty at colleges and schools of nursing. Both types of doctoral-prepared faculty are hired, and their skills and expertise are often different yet complementary. Strengthening collaborations can contribute to new knowledge and the translation of research into practice.
The purpose of this study was to implement four strategies to foster research and scholarship productivity and evaluate the outcomes.
We implemented four strategies to foster collaboration. Two interactional strategies included Research Exchange (an annual event) and an enhanced matchmaking and mentoring plan. The two organizational strategies implemented were internal research pilot funds and writing clubs.
All four approaches have been found to be effective in improving research collaboration and scholarship outcomes, including presentations, manuscripts, and proposals for external funding. Faculty have provided suggestions for further improvements.
National trends indicate that there may be more DNP-prepared faculty than PhD-prepared faculty hired at colleges and schools of nursing. As such, it is useful to develop and purposefully offer approaches such as the four strategies described to enhance research productivity, facilitate career progression, and contribute to improved patient outcomes.
有必要促进护理学院和学校的博士和 DNP 教育教师之间的研究合作。这两种类型的博士准备教师都被聘用，他们的技能和专业知识往往不同但互补。加强合作可以为新知识的产生和研究向实践的转化做出贡献。
本研究旨在实施四项策略以促进研究和学术成果，并评估其结果。
我们实施了四项促进合作的策略。两种相互作用的策略包括研究交流（年度活动）和增强的匹配和指导计划。实施的两种组织策略是内部研究试点基金和写作俱乐部。
所有四种方法都被发现可以有效地提高研究合作和学术成果，包括演示文稿、手稿和外部资助的提案。教师们提出了进一步改进的建议。
国家趋势表明，护理学院和学校可能雇用的 DNP 准备教师比 PhD 准备教师多。因此，开发并有意提供诸如上述四种策略等方法来提高研究生产力、促进职业发展并有助于改善患者结果是很有用的。
