Meleis A I, Hall J M, Stevens P E
Department of Mental Health, University of California-San Francisco School of Nursing 94143-0608.
Image J Nurs Sch. 1994 Fall;26(3):177-80. doi: 10.1111/j.1547-5069.1994.tb00309.x.
One of the most significant, yet not fully developed goals of doctoral education is the graduation of scholars who can make a major contribution to the discipline of nursing. There have been many discourses and debates about the essential criteria for quality in doctoral programs that create and promote scholarliness. Scholarliness in nursing includes critical thinking, a connection to practice, a commitment to the discipline's mission, substantive mastery areas, philosophical analyses, rigorous investigations, and a social awareness of the relationship between knowledge development and impact on society. Promoting scholarship necessitates the development of a culture of scholarly caring. Scholarly caring can be developed through promotion of diversity and through collaborative mentorship. Features of collaborative mentorship are negotiated relations, mutual interactions, facilitative strategies, and empowerment. To develop these properties of a scholarly doctoral program, attention must be paid to actions that compromise scholarly quality of programs such as the lack of resources and lowered expectations of students.
博士教育最重要但尚未完全实现的目标之一，是培养出能对护理学学科做出重大贡献的学者。关于创造和促进学术性的博士项目质量的基本标准，已经有很多论述和争论。护理学中的学术性包括批判性思维、与实践的联系、对学科使命的承诺、实质性的掌握领域、哲学分析、严谨的调查以及对知识发展与社会影响之间关系的社会意识。促进学术研究需要培养学术关怀的文化。学术关怀可以通过促进多样性和协作指导来培养。协作指导的特点是协商关系、相互互动、促进策略和赋权。为了培养学术性博士项目的这些特性，必须关注那些损害项目学术质量的行为，比如资源匮乏和对学生期望降低。
