Doctoral programmes in the nursing discipline: a scoping review

BMC Nursing - 2021
Beata Dobrowolska1, Paweł Chruściel2, Anna B. Pilewska–Kozak3, Violetta Mianowana2, Marta Monist4, Alvisa Palese5
1Department of Holistic Care and Management in Nursing, Faculty of Health Sciences, Medical University of Lublin, Staszica Str. 4-6, Lublin, Poland
2Department of Nursing Development, Faculty of Health Sciences, Medical University of Lublin, Staszica Str. 4-6, Lublin, Poland
3Department of Gynaecology and Gynaecological Endocrinology, Faculty of Health Sciences, Medical University of Lublin, Staszica Str. 4-6, Lublin, Poland
42nd Department of Gynaecology, Medical University of Lublin, Jaczewskiego Str. 8, Lublin, Poland
5Department of Medical Sciences, University of Udine, Viale Ungheria, 20, 33100, Udine, Italy

Tóm tắt

Abstract Background This study aimed to map and summarise the state of the research regarding doctoral programs in nursing, as well as the issues debated in the context of nursing doctoral education. A Scoping Review in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analysis extension scoping reviews statement (PRISMA-ScR) was conducted. Three electronic bibliographic data bases were searched: Cumulative Index to Nursing and Allied Health Literature Complete, Medline (on EBSCO Host) and SCOPUS to identify empirical studies published between January 2009 and December 2019. The review process was based on framework identified by Arksey and O’Malley and further revised by Levac and colleagues. Analysis was performed with the use of the Donabedian framework regarding the structure of the doctorate programmes, the process, and the outcomes. Results The review included 41 articles, mostly originating in the United States (n=26) and Europe (n=8), mainly by collecting the perceptions of students and faculty members with descriptive studies. The following issues were investigated at the (a) structure level: Prerequisite for doctoral candidates, Qualifications of faculty members, Mission of doctoral programs; (b) process level: Doctoral programs contents, Doctoral programs resources and quality, Mentoring and supervision, Doing doctorate abroad; and (c) outcome level: Academic performance outcomes in doctoral programs, Doctoral graduates’ competences, Doctoral students/graduates’ satisfaction, Doctoral graduates’ challenges. Conclusions Doctoral programs have mainly been investigated to date with descriptive studies, suggesting more robust research investigating the effectiveness of strategies to prepare future scientists in the nursing discipline. Doctorates are different across countries, and there is no visible cooperation of scholars internationally; their structure and processes have been reported to be stable over the years, thus not following the research development in nursing, discipline and practice expectations. Moreover, no clear framework of outcomes in the short- and long-term have been established to date to measure the quality and effectiveness of doctorate education. National and global strategies might establish common structure, process and outcome frameworks, as well as promote robust studies that are capable of assessing the effectiveness of this field of education.

Từ khóa


Tài liệu tham khảo

Reid Ponte P, Nicholas PK. Addressing the confusion related to DNS DNSc and DSN degrees with lessons for the nursing profession. J Nurs Scholarsh. 2015;47(4):347–353. doi:https://doi.org/10.1111/jnu.12148

Nicholes RH, Dyer J. Is eligibility for tenure possible for the doctor of nursing practice-prepared faculty?. J Prof Nurs. 2012;28:13–17. doi:https://doi.org/10.1016/j.profnurs.2011.10.001

Anderson KM, McLaughlin MK, Crowell NA, Fall-Dickson JM, White KA, Heitzler ET, Kesten KS, Yearwood EL. Mentoring students engaging in scholarly projects and dissertations in doctoral nursing programs. Nurs Outlook. 2019;67(6):776-788. doi:https://doi.org/10.1016/j.outlook.2019.06.021

Bednash G, Breslin ET, Kirschling JM, Rosseter RJ. PhD or DNP: planning for doctoral nursing education. Nurs Sci Q. 2014;27(4):296–30. doi:https://doi.org/10.1177/0894318414546415

Sørensen EE, Kusk KH, Athlin AM, Lode K, Rustøen T, Salmela S, Hølge-Hazelton B. The role of PhD-prepared hospital-based nurses: an inter-Nordic study. J Res Nurs. 2019;24(7):470–485. doi:https://doi.org/10.1177/1744987119877213

Palese A, Zabalegui A, Sigurdardottir AK, Bergin M, Dobrowolska B, Gasser C, Pajnkihar M, Jackson C. Bologna process more or less: nursing education in the European economic area: a discussion paper. Int J Nurs Educ Scholarship. 2014;11(1):63-73. doi:https://doi.org/10.1515/ijnes-2013-0022

McKenna H, Keeney S, Kim MJ, Park CG. Quality of doctoral nursing education in the United Kingdom: exploring the views of doctoral students and staff based on a cross-sectional questionnaire survey. J Adv Nurs. 2014;70(7):1639–1652. doi:https://doi.org/10.1111/jan.12326

Thompson LM, Zablotska LB, Chen JL, Jong S, Alkon A, Lee SJ, Vlahov D. Development of quantitative research skills competencies to improve doctor of philosophy nursing student training. J Nurs Educ. 2018;57(8):483–488. doi:https://doi.org/10.3928/01484834-20180720-06

Cooper J, Mitchell K, Richardson A, Bramley L. Developing the role of the clinical academic nurse midwife and allied health professional in healthcare organisations International. Journal of Practice-based Learning in Health and Social Care. 2019;7(2):16–24. doi:https://doi.org/10.18552/ijpblhsc.v7i2.637

Wyman JF, Henly SJ. PhD programs in nursing in the United States: Visibility of American Association of Colleges of Nursing core curricular elements and emerging areas of science. Nurs Outlook. 2015;63(4):390–397. doi:https://doi.org/10.1016/j.outlook.2014.11.003

Nersesian PV, Starbird LE, Wilson DM, Marea CX, Uveges MK, Choi SSW, Szanton SL, Cajita MI. Mentoring in research-focused doctoral nursing programs and student perceptions of career readiness in the United States. J Prof Nurs. 2019;35(5):358–364. doi:https://doi.org/10.1016/j.profnurs.2019.04.005

McNelis AM, Dreifuerst KT, Schwindt R. Doctoral Education and Preparation for Nursing Faculty Roles. Nurse Educ.2019;44(4):202–206. doi:https://doi.org/10.1097/NNE.0000000000000597

Smeltzer SC, Sharts-Hopko NC, Cantrell MA, Heverly MA, Nthenge S, Jenkinson A. A Profile of US Nursing Faculty in Research- and Practice-Focused Doctoral Education. J Nurs Scholarsh. 2015;47(2):178–185. doi:https://doi.org/10.1111/jnu.12123

Bai X, Luo Z, Lou T, Pang J, Tang S. Career intentions of PhD students in nursing: A cross-sectional survey. Nurse Educ Today. 2018;64:196–203. doi:https://doi.org/10.1016/j.nedt.2018.01.018

Dreifuerst KT, McNelis AM, Weaver MT, Broome ME, Draucker CB, Fedko AS. Exploring the Pursuit of Doctoral Education by Nurses Seeking or Intending to Stay in Faculty Roles. J Prof Nurs. 2016;32(3):202–212. doi:https://doi.org/10.1016/j.profnurs.2016.01.014

Nehls N, Barber G, Rice E. Pathways to the PhD in Nursing: An Analysis of Similarities and Differences. J Prof Nurs. 2016;32(3):163–172. doi:https://doi.org/10.1016/j.profnurs.2015.04.006

Bice A, Griggs K, Arms T. Narratives of Doctorally Prepared Nursing Faculty on Tenure Track: A Pilot Study. J Prof Nurs. 2019;35(4):293–299. doi:https://doi.org/10.1016/j.profnurs.2019.01.004

Squires A, Kovner C, Faridaben F, Chyun D. Assessing nursing student intent for PHD study. Nurse Educ Today. 2014;34(11):1405–1410. doi:https://doi.org/10.1016/j.nedt.2013.09.004

Bullin C. To what extent has doctoral (PhD) education supported academic nurse educators in their teaching roles: An integrative review. BMC Nurs. 2018;17(1):6. doi:https://doi.org/10.1186/s12912-018-0273-3

Rocafort TB. Following the Path; A Grounded Theory Study Regarding Doctoral Roles. J Prof Nurs. 2019;36(4):251–258. doi:https://doi.org/10.1016/j.profnurs.2019.11.004

Geraghty S, Oliver K. In the shadow of the ivory tower: Experiences of midwives and nurses undertaking PhDs. Nurse Educ Today. 2018;65:36–40. doi:https://doi.org/10.1016/j.nedt.2018.02.017

American Association of Collegies of Nursing. The research-focused doctoral program in nursing. Pathways to excellance. 2010. Available at: https://www.aacnnursing.org/Portals/42/Publications/PhDPosition.pdf Accessed 08 July 2021

American Association of Collegies of Nursing. The Doctor of Nursing Practice: current issues and clarifying recommendations. Report from the Task Force on the Implementation of the DNP. 2015. Available at: https://www.aacnnursing.org/Portals/42/News/White-Papers/DNP-Implementation-TF-Report-8-15.pdf Accessed 08 July 2021

Evans C, Stevenson K. The experience of international nursing students studying for a PhD in the UK: A qualitative study. BMC Nurs. 2011;10:11. doi:https://doi.org/10.1186/1472-6955-10-11

Lee NJ. Professional doctorate supervision: Exploring student and supervisor experiences. Nurse Educ Today. 2009;29(6):641–648. doi:https://doi.org/10.1016/j.nedt.2009.02.004

Cronenwett L, Dracup K, Grey M, McCauley L, Meleis A, Salmon M. The Doctor of Nursing Practice: a national workforce perspective. Nurs Outlook. 2011; 59: 9–17. doi:https://doi.org/10.1016/j.outlook.2010.11.003

Cygan HR, Reed M. DNP and PhD scholarship: Making the case for collaboration. J Prof Nurs. 2019;35(5):353–357. doi:https://doi.org/10.1016/j.profnurs.2019.03.002

Staffileno BA, Murphy MP, Carlson E. Determinants for effective collaboration among DNP- and PhD-prepared faculty. Nurs Outlook. 2017;65(1):94–102. doi:https://doi.org/10.1016/j.outlook.2016.08.003

Neuberger GB. Developing PhD nurse scientists: Do bachelor of science in nursing honors programs help?. J Nurs Educ. 2016;55(10):579–582. doi:https://doi.org/10.3928/01484834-20160914-07

Fang D, Bednash GD, Arietti R. Identifying Barriers and Facilitators to Nurse Faculty Careers for PhD Nursing Students. J Prof Nurs. 2016;32(3):193–201. doi:https://doi.org/10.1016/j.profnurs.2015.10.001

Aquino E, Lee YM, Spawn N, Bishop-Royse J. The impact of burnout on doctorate nursing faculty’s intent to leave their academic position: A descriptive survey research design. Nurse Educ Today. 2018;69:35–40. doi:https://doi.org/10.1016/j.nedt.2018.06.027

Watson R, Hayter M, Jackson D. Is the PhD well for nursing faculty running dry?. J Nurs Manag. 2021. doi:https://doi.org/10.1111/jonm.13308

Xu J, Francis L, Dine J, Thomas TH. Unique experiences of direct entry BSN/BS-PhD nursing students: A Delphi study. Nurse Educ Today. 2018;69:30–34.doi:https://doi.org/10.1016/j.nedt.2018.06.024

Tehan TM, Cornine AE, Amoah RK, Aung TZ, Willis DG, Grace PJ, Roy C, Averka KA, Perry DJ. Realizing the Focus of the Discipline: Facilitating Humanization in PhD Education: A Student Exemplar Integrating Nature and Health. Adv Nurs Sci. 2019;42(1):69–80. doi:https://doi.org/10.1097/ANS.0000000000000246

Jensen KT. Nursing research: A marriage of theoretical influences. Nurs Open. 2019;6(3):1205–1217. doi:https://doi.org/10.1002/nop2.320

Smaldone A, Heitkemper E, Jackman K, Joanne Woo K, Kelson J. Dissemination of PhD Dissertation Research by Dissertation Format: A Retrospective Cohort Study. J Nurs Scholarsh. 2019;51(5):599-607. doi:https://doi.org/10.1111/jnu.12504

Graves JM, Postma J, Katz JR, Kehoe L, Swalling E, Barbosa-Leiker C. A National Survey Examining Manuscript dissertation Formats Among Nursing PhD Programs in the United States. J Nurs Scholarsh. 2018;50(3):314-323. doi:https://doi.org/10.1111/jnu.12374

Andreassen P, Christensen MK. “We’re at a watershed”: The positioning of PhD nurses in clinical practice. J Adv Nurs. 2018;74(8):1908–1918. doi:https://doi.org/10.1111/jan.13581

Arksey H, O’Malley L. Scoping studies: towards a methodological framework. Int J Soc Res Methodol. 2005;8(1):19–32. doi:https://doi.org/10.1080/1364557032000119616

Levac D, Colquhoun H, O’Brien KK. Scoping studies: advancing the methodology. Implement Sci. 2010;5(1):1–9. doi:https://doi.org/10.1186/1748-5908-5-69

Tricco AC, Lillie E, Zarin W, O’Brien KK, Colquhoun H, Levac D, Moher D, Peters MD, Horsley T, Weeks L, Hempel S. PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Ann Intern Med. 2018;169(7):467–473. doi:https://doi.org/10.7326/M18-0850

Cohen SM. Doctoral persistence and doctoral program completion among nurses. Nurs Forum. 2011;46(2):64–70. doi: https://doi.org/10.1111/j.1744-6198.2011.00212.x.

Donabedian A. The quality of care How can it be assessed?. JAMA. 1988;260(12):1743–8. doi:https://doi.org/10.1001/jama.260.12.1743.

Wolf A, Budd G, Bhattacharya A. Clinical Experiences for Doctor of Nursing Practice Students-A Survey of Postmaster’s Programs. J Prof Nurs. 2011;27(3):145–152. doi:https://doi.org/10.1016/j.profnurs.2011.02.005

Kim MJ, Park CG, Mckenna H, Ketefian S, Park SH, Klopper H, Lee H, Kunaviktikul W, Gregg MF, Daly J, Coetzee S, Juntasopeepun P, Murashima S, Keeney S, Khan S. Quality of nursing doctoral education in seven countries: Survey of faculty and students/graduates. J Adv Nurs. 2015;71(5):1098–1109. doi:https://doi.org/10.1111/jan.12606

Kim MJ, Lee H, Kim HK, Ahn YH, Kim E, Yun SN, Lee KJ. Quality of faculty students curriculum and resources for nursing doctoral education in Korea: A focus group study. Int J Nurs Stud. 2010;47(3):295–306. doi:https://doi.org/10.1016/j.ijnurstu.2009.07.005

Ali Zeilani RS, Al-Nawafleh AH, Evans C. Looking back at the doctorate: A qualitative study of Jordanian graduates from PhD programs in the UK. Nurs Health Sci. 2011;13(3):360–365. doi:https://doi.org/10.1111/j.1442-2018.2011.00629.x

Hølge-Hazelton B, Kjerholt M, Berthelsen CB, Thomsen TG. Integrating nurse researchers in clinical practice - a challenging but necessary task for nurse leaders. J Nurs Manag. 2016;24(4):465–474. doi:https://doi.org/10.1111/jonm.12345

Megginson L. Exploration of nursing doctoral admissions and performance outcomes. J Nurs Educ. 2011;50(9):502–512. doi:https://doi.org/10.3928/01484834-20110517-04

Minnick AF, Norman LD, Donaghey B. Defining and describing capacity issues in US Doctor of Nursing Practice programs. Nurs Outlook. 2013;61(2):93–101. doi:https://doi.org/10.1016/j.outlook.2012.07.011

Gazza EA, Shellenbarger T, Hunker DF. Developing as a scholarly writer: The experience of students enrolled in a PhD in nursing program in the United States. Nurse Educ Today. 2013;33(3):268–274. doi:https://doi.org/10.1016/j.nedt.2012.04.019

Bevil CA, Cohen MZ, Sherlock JR, Yoon SL, Yucha CB. Research Support in Doctoral-Granting Schools of Nursing: A Decade Later. J Prof Nurs. 2012;28(2):74–81. doi:https://doi.org/10.1016/j.profnurs.2011.11.016

Mawn BE, Goldberg S. Trends in the nursing doctoral comprehensive examination process: a national survey. J Prof Nurs. 2012;28:156–162.doi:https://doi.org/10.1016/j.profnurs.2011.11.013

Volkert D, Candela L, Bernacki M. Student motivation stressors and intent to leave nursing doctoral study: A national study using path analysis. Nurse Educ Today. 2018;61:210–215. doi:https://doi.org/10.1016/j.nedt.2017.11.033

Moghadam YH, Atashzadeh-Shoorideh F, Abbaszadeh A, Feizi A. Challenges of PhD Graduated Nurses for Role Acceptance as a Clinical Educator: A Qualitative Study. J of Caring Sci. 2017;6(2):153–161. doi:https://doi.org/10.15171/jcs.2017.015

Greco M. The Lived Experience of Doctors of Nursing Practice in Pursuit of a Doctor of Philosophy Degree in Nursing. Int J Nurs Educ. 2019;11(4):195–199. doi:https://doi.org/10.5958/0974-9357.2019.00118.1

Orton ML, Andersson Å, Wallin L, Forsman H, Eldh AC. Nursing management matters for registered nurses with a PhD working in clinical practice. J Nurs Manag. 2019;27(5):955–962. doi:https://doi.org/10.1111/jonm.12750

Broome ME, Fairman J. Editorial Changing the conversation about doctoral education in nursing. Nurs Outlook. 2018;66:217–218. doi:https://doi.org/10.1016/j.outlook.2018.04.011

Canadian Association of Schools of Nursing. Position Statement: Doctoral Education in Nursing in Canada, 2011. Available at: https://www.casn.ca/wp-content/uploads/2014/10/DoctoralEducation2011.pdf Accessed 08 July 2021

American Association of Collegies of Nursing. The PhD pathway in nursing. Sustaining the science. 2018 Available at: https://www.aacnnursing.org/Portals/42/news/surveys-data/PhD-Pathway.pdf Accessed 08 July 2021

Molassiotis A, Wang T, Hoang HT, Tan JY, Yamamoto-Mitani N, Cheng KF, Tuazon JA, Kunaviktikul W, Suen LK. Doctoral nursing education in east and Southeast Asia: characteristics of the programs and students’ experiences of and satisfaction with their studies. BMC Med Educ. 2020;20:1–2. doi:https://doi.org/10.1186/s12909-020-02060-1

Moher D, Liberati A, Tetzlaff J, Altman DG, The PRISMA Group. Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med. 2009;6(7):e1000097. doi:https://doi.org/10.1371/journal.pmed100009

Thông tin
Thông tin xuất bản

BMC Nursing

Thông tin tác giả