Other Titles
Doctoral Education Preparation
Abstract
Background: Increasingly, students are pursing either a research or practice doctorate in nursing. While programs of study may vary, students can encounter obstacles during their program of study that cause consternation for them and faculty teaching them. In fact, faculty often struggle with how to facilitate student success when faced with competing faculty demands. The purpose of this presentation is to review the literature on strategies to enhance student success. This work builds on work conducted in 2005.
Method: Literature [research and theoretical] for the past 10 years was reviewed using CINAHL, Medline, and Education databases. Key words included doctoral student advising, mentoring doctoral students, success in doctoral programs. Dissertations and theses were also accessed, as were seminal works. Reports of research were evaluated using the US. Preventive Services Task Force (1989)
Outcomes: 18 reports of research and 17 non-research publications were retrieved and reviewed. Findings indicate students need help getting started in graduate school in ways that promote success such as comprehensive orientations; establishing connections with people in the department and with the culture of the department; experiencing carefully-constructed advising and mentoring relationships. Having well established advising policies and procedures contributes to student success and should address time involvement, method of communication, response time, documentation of decisions, and role clarification. Programmatic strategies include providing opportunities early immersion in research or practice, Weekly opportunities to interact with faculty, shared congregating areas and programmatic flexibility are equally important. Most research reported employed qualitative or descriptive methods.Â
Conclusion: The topic of doctoral student success continues to be discussed in the literature. Mentorship received the greatest attention since the previous review of literature in 2005. There are evidence-based strategies available to enhance student success. Faculty are encouraged to employ and continue to evaluate their effectiveness. Conducting multi-site intervention studies is one strategy faculty may wish to consider.
Sigma Membership
Upsilon Epsilon
Type
Presentation
Format Type
Text-based Document
Research Approach
N/A
Keywords:
doctoral advising, mentorship, program strategies
Recommended Citation
Morin, Karen H., "Faculty Helping Students Be Successful in Doctoral Education" (2018). NERC (Nursing Education Research Conference). 143.
https://www.sigmarepository.org/nerc/2018/presentations_2018/143
Conference Name
Nursing Education Research Conference 2018
Conference Host
Sigma Theta Tau International,National League for Nursing
Conference Location
Washington, DC, USA
Conference Year
2018
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Faculty Helping Students Be Successful in Doctoral Education
Washington, DC, USA
Background: Increasingly, students are pursing either a research or practice doctorate in nursing. While programs of study may vary, students can encounter obstacles during their program of study that cause consternation for them and faculty teaching them. In fact, faculty often struggle with how to facilitate student success when faced with competing faculty demands. The purpose of this presentation is to review the literature on strategies to enhance student success. This work builds on work conducted in 2005.
Method: Literature [research and theoretical] for the past 10 years was reviewed using CINAHL, Medline, and Education databases. Key words included doctoral student advising, mentoring doctoral students, success in doctoral programs. Dissertations and theses were also accessed, as were seminal works. Reports of research were evaluated using the US. Preventive Services Task Force (1989)
Outcomes: 18 reports of research and 17 non-research publications were retrieved and reviewed. Findings indicate students need help getting started in graduate school in ways that promote success such as comprehensive orientations; establishing connections with people in the department and with the culture of the department; experiencing carefully-constructed advising and mentoring relationships. Having well established advising policies and procedures contributes to student success and should address time involvement, method of communication, response time, documentation of decisions, and role clarification. Programmatic strategies include providing opportunities early immersion in research or practice, Weekly opportunities to interact with faculty, shared congregating areas and programmatic flexibility are equally important. Most research reported employed qualitative or descriptive methods.Â
Conclusion: The topic of doctoral student success continues to be discussed in the literature. Mentorship received the greatest attention since the previous review of literature in 2005. There are evidence-based strategies available to enhance student success. Faculty are encouraged to employ and continue to evaluate their effectiveness. Conducting multi-site intervention studies is one strategy faculty may wish to consider.