Evidence-Based Mentoring and Partnership Strategies for Doctoral Student Progression

2.50
Hdl Handle:
http://hdl.handle.net/10755/304383
Category:
Abstract
Type:
Presentation
Title:
Evidence-Based Mentoring and Partnership Strategies for Doctoral Student Progression
Author(s):
Shirey, Maria R.
Lead Author STTI Affiliation:
Omicron Psi
Author Details:
Maria R. Shirey, PhD, MBA, RN, NEA-BC, FACHE, FAAN, mrs@mail2maria.com
Abstract:

Session presented on: Wednesday, July 24, 2013

Background and Purpose:  According to the American Association of Colleges of Nursing, doctoral nursing programs enrollment has increased significantly over the last year indicating strong interest in both research-focused and practice-focused doctorates (AACN, 2011).  Interest and growth in doctoral nursing education is also evident outside the United States (Malloch, 2009; Lee, 2009).  Despite the increasing number of nursing doctoral programs, attrition continues and many students never receive a doctorate degree.  To meet the Institute of Medicine’s recommendations (IOM, 2011) for doubling the number of nurses with a doctorate by 2020, schools of nursing must review their student progression policies/practices to ensure capable students graduate. 

Purpose.  This presentation discusses mentoring and partnership strategies to pace doctorate of nursing practice (DNP) students for program progression, completion, and impact. 

Methods.  The author developed a DNP Graduate Program Game Plan (G2P2) to mentor and pace DNP capstone students.  This game plan uses a grid, which is customized for each student and incorporates ten distinctive evidence-based strategies with related faculty prompts. 

Outcomes.  The DNP G2P2 yields positive outcomes. Students mentored in this way have an early clear understanding of the DNP student journey, make steady program progression, and graduate on time.  DNP capstone students mentored with the G2P2 produce high quality work that has potential for professional impact.  Lastly, students verbalize satisfaction with their doctoral mentoring experience and recommend the DNP program to others.  

Conclusions and Implications.  Having in place tailored strategies to mentor, partner with, and pace DNP students influences program progression, completion, and professional impact.  The DNP G2P2 facilitates deliberate mentoring and pacing practices not leaving student progression to chance.  Evidence suggests well mentored doctoral students not only graduate improving nursing program outcomes; they also graduate feeling more positive toward their career enhancing the likelihood they will pass forward the supportive mentoring practices.

Keywords:
Academic progression and completion strategies; Teaching/learning strategies for doctoral student success; Professional nursing doctorate
Repository Posting Date:
22-Oct-2013
Date of Publication:
22-Oct-2013
Conference Date:
2013
Conference Name:
24th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Prague, Czech Republic
Description:
24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleEvidence-Based Mentoring and Partnership Strategies for Doctoral Student Progressionen_GB
dc.contributor.authorShirey, Maria R.en_GB
dc.contributor.departmentOmicron Psien_GB
dc.author.detailsMaria R. Shirey, PhD, MBA, RN, NEA-BC, FACHE, FAAN, mrs@mail2maria.comen_GB
dc.identifier.urihttp://hdl.handle.net/10755/304383-
dc.description.abstract<p>Session presented on: Wednesday, July 24, 2013</p><b>Background and Purpose</b>:  According to the American Association of Colleges of Nursing, doctoral nursing programs enrollment has increased significantly over the last year indicating strong interest in both research-focused and practice-focused doctorates (AACN, 2011).  Interest and growth in doctoral nursing education is also evident outside the United States (Malloch, 2009; Lee, 2009).  Despite the increasing number of nursing doctoral programs, attrition continues and many students never receive a doctorate degree.  To meet the Institute of Medicine’s recommendations (IOM, 2011) for doubling the number of nurses with a doctorate by 2020, schools of nursing must review their student progression policies/practices to ensure capable students graduate.  <p><b>Purpose.</b>  This presentation discusses mentoring and partnership strategies to pace doctorate of nursing practice (DNP) students for program progression, completion, and impact.  <p><b>Methods</b>.  The author developed a DNP Graduate Program Game Plan (G2P2) to mentor and pace DNP capstone students.  This game plan uses a grid, which is customized for each student and incorporates ten distinctive evidence-based strategies with related faculty prompts.  <p><b>Outcomes</b>.  The DNP G2P2 yields positive outcomes. Students mentored in this way have an early clear understanding of the DNP student journey, make steady program progression, and graduate on time.  DNP capstone students mentored with the G2P2 produce high quality work that has potential for professional impact.  Lastly, students verbalize satisfaction with their doctoral mentoring experience and recommend the DNP program to others.   <p><b>Conclusions and Implications</b>.  Having in place tailored strategies to mentor, partner with, and pace DNP students influences program progression, completion, and professional impact.  The DNP G2P2 facilitates deliberate mentoring and pacing practices not leaving student progression to chance.  Evidence suggests well mentored doctoral students not only graduate improving nursing program outcomes; they also graduate feeling more positive toward their career enhancing the likelihood they will pass forward the supportive mentoring practices.en_GB
dc.subjectAcademic progression and completion strategiesen_GB
dc.subjectTeaching/learning strategies for doctoral student successen_GB
dc.subjectProfessional nursing doctorateen_GB
dc.date.available2013-10-22T20:34:46Z-
dc.date.issued2013-10-22-
dc.date.accessioned2013-10-22T20:34:46Z-
dc.conference.date2013en_GB
dc.conference.name24th International Nursing Research Congressen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationPrague, Czech Republicen_GB
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.en_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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