Advancing the Journey to a PhD in Nursing Science: A Retrospective Case Study

2.50
Hdl Handle:
http://hdl.handle.net/10755/243477
Category:
Abstract
Type:
Presentation
Title:
Advancing the Journey to a PhD in Nursing Science: A Retrospective Case Study
Author(s):
Pancheri, Karen
Author Details:
Pancheri, Karen, PhD, RN, kpancheri@sbcglobal.net;
Abstract:
Purpose: The shortage of nursing professionals around the world is evident in the World Health Organization Data Report.  In 2005, the ratio of nursing and midwifery personnel/total population was .0.827/1000 in Viet Nam while in the United States it was 9.815 /1000.  In the United States, the AACN (2009) reported that nursing faculty shortages resulted in 1,002 qualified doctoral and 5,902 master level applicants turned away from their chosen university.  Increasing the number of doctorate of nursing science faculty around the globe is an essential key to increasing nursing faculty and enhancing global nursing research.  The purpose of this study was to examine an intervention to help PhD in Nursing students overcome the barriers to PhD graduation.

Methods: A retrospective case study examined a collegial support group of doctoral students (N=6) from course work through final defense.  The intervention involved monthly group meetings organized by group members during which each participant reviewed the status of their dissertation project.  Group members provided essential feedback related to various aspects of the dissertation work.  Qualitative methods of self-reflection and quantitative comparisons between the collegial support and traditional students were performed.

 Results: Independent group t-tests with equal variances not assumed revealed a significant difference in the time to completion of the dissertation process between the traditional and the collegial support group. There were no significant differences between the two groups in age, research methodology, and time between MS completion and PhD entry.

 Conclusion: This case study conveyed the positive potential of a scholarly collegial support group to achieve the goals of doctoral programs and increased faculty.  The findings suggested that the intervention of scholarly collegial support was effective to support a timely dissertation completion process as compared to others who did not engage in like group support.

Keywords:
PhD Degree; Collegial Support; Dissertation Process
Repository Posting Date:
12-Sep-2012
Date of Publication:
12-Sep-2012
Conference Date:
2012
Conference Name:
23rd International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Brisbane, Australia

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleAdvancing the Journey to a PhD in Nursing Science: A Retrospective Case Studyen_GB
dc.contributor.authorPancheri, Karenen_GB
dc.author.detailsPancheri, Karen, PhD, RN, kpancheri@sbcglobal.net;en_GB
dc.identifier.urihttp://hdl.handle.net/10755/243477-
dc.description.abstract<b>Purpose: </b>The shortage of nursing professionals around the world is evident in the World Health Organization Data Report.&nbsp; In 2005, the ratio of nursing and midwifery personnel/total population was .0.827/1000 in Viet Nam while in the United States it was 9.815 /1000. &nbsp;In the United States,<b> t</b>he AACN (2009) reported that nursing faculty shortages resulted in 1,002 qualified doctoral and 5,902 master level applicants turned away from their chosen university. &nbsp;Increasing the number of doctorate of nursing science faculty around the globe is an essential key to increasing nursing faculty and enhancing global nursing research. &nbsp;The purpose of this study was to examine an intervention to help PhD in Nursing students overcome the barriers to PhD graduation. <p><b>Methods: </b>A retrospective<b> </b>case study examined a collegial support group of doctoral students (N=6) from course work through final defense. &nbsp;The intervention involved monthly group meetings organized by group members during which each participant reviewed the status of their dissertation project. &nbsp;Group members provided essential feedback related to various aspects of the dissertation work. &nbsp;Qualitative methods of self-reflection and quantitative comparisons between the collegial support and traditional students were performed.<p /="/">&nbsp;<b>Results: </b>Independent group t-tests with equal variances not assumed revealed a significant difference in the time to completion of the dissertation process between the traditional and the collegial support group. There were no significant differences between the two groups in age, research methodology, and time between MS completion and PhD entry. <p>&nbsp;<b>Conclusion: </b>This<b> </b>case study conveyed the positive potential of a scholarly collegial support group to achieve the goals of doctoral programs and increased faculty. &nbsp;The findings suggested that the intervention of scholarly collegial support was effective to support a timely dissertation completion process as compared to others who did not engage in like group support.en_GB
dc.subjectPhD Degreeen_GB
dc.subjectCollegial Supporten_GB
dc.subjectDissertation Processen_GB
dc.date.available2012-09-12T09:22:47Z-
dc.date.issued2012-09-12-
dc.date.accessioned2012-09-12T09:22:47Z-
dc.conference.date2012en_GB
dc.conference.name23rd International Nursing Research Congressen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationBrisbane, Australiaen_GB
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