An Early Entry PhD Option: Ten Year Review of Student Diversity, Productivity and Progression

2.50
Hdl Handle:
http://hdl.handle.net/10755/316849
Category:
Abstract
Type:
Presentation
Title:
An Early Entry PhD Option: Ten Year Review of Student Diversity, Productivity and Progression
Author(s):
Barber, Gale; Brown, Roger; Nehls, Nadine
Lead Author STTI Affiliation:
Non-member
Author Details:
Gale Barber, MA, email: mgbarber@wisc.edu; Roger Brown, PhD; Nadine Nehls, PhD, RN;
Abstract:

Poster presented on: Saturday, April 5, 2014, Friday, April 4, 2014

An Early Entry PhD Option (EEO) is available to students beginning the nursing major.  The option is designed for undergraduate students who are interested in academic research careers.  A key component of the EEO is early research training with an established researcher.  The program was selected to receive program evaluation funding from  the Robert Wood Johnson Foundation (RWJF) *.

The overall study compares qualitative and quantitative data from three distinct groups of students: 

  • Early-Entry:  students admitted to the PhD program while undergraduates or directly upon graduation;
  • Mid-Entry:  students with a baccalaureate degree in nursing and at least one year of work experience;
  • Delayed-Entry: students with an earned master’s degree in nursing and subsequent clinical or educator experience. 

In this poster descriptive statistics and visual graphics will be used to compare the three groups of students on measures of diversity, progression, and productivity.

Early-Entry students are younger and more ethnically diverse than Mid- and Delayed-Entry students.  They are more productive on average on a variety of measures than students with more conventional entry points.  The average time for Early-Entry students to complete course work and the degree are only slightly longer (< 1 year) than for Mid-Entry or Delayed-Entry students.  Proportionally fewer Early-Entry students withdrew from the PhD program as graduate students.  However, attrition of EEO students while they are undergraduates is high.  Upon graduation, Early-Entry graduates complete postdoctoral study and assume faculty and research positions that mirror the post graduation employment of Mid- and Delayed-Entry students.

Early entrance to PhD study is a successful approach to increasing the number of PhD prepared nurses and the number of years in which PhD prepared nurses are able to make significant contributions to the discipline. 

*RWJF Evaluating Innovations in Nursing Education (EIN) Grant Number 70183

Keywords:
Educational Innovation; Nursing Faculty Shortage; Doctoral Education
Repository Posting Date:
13-May-2014
Date of Publication:
13-May-2014
Conference Date:
2014
Conference Name:
Nursing Education Research Conference 2014
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing; National League of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Nursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolis
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. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published article

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleAn Early Entry PhD Option: Ten Year Review of Student Diversity, Productivity and Progressionen_GB
dc.contributor.authorBarber, Galeen_GB
dc.contributor.authorBrown, Rogeren_GB
dc.contributor.authorNehls, Nadineen_GB
dc.contributor.departmentNon-memberen_GB
dc.author.detailsGale Barber, MA, email: mgbarber@wisc.edu; Roger Brown, PhD; Nadine Nehls, PhD, RN;en_GB
dc.identifier.urihttp://hdl.handle.net/10755/316849-
dc.description.abstract<p>Poster presented on: Saturday, April 5, 2014, Friday, April 4, 2014</p>An Early Entry PhD Option (EEO) is available to students beginning the nursing major.  The option is designed for undergraduate students who are interested in academic research careers.  A key component of the EEO is early research training with an established researcher.  The program was selected to receive program evaluation funding from  the Robert Wood Johnson Foundation (RWJF) *. <p>The overall study compares qualitative and quantitative data from three distinct groups of students:  <ul> <li>Early-Entry:  students admitted to the PhD program while undergraduates or directly upon graduation;</li> <li>Mid-Entry:  students with a baccalaureate degree in nursing and at least one year of work experience;</li> <li>Delayed-Entry: students with an earned master’s degree in nursing and subsequent clinical or educator experience. </li> </ul><p>In this poster descriptive statistics and visual graphics will be used to compare the three groups of students on measures of diversity, progression, and productivity. <p>Early-Entry students are younger and more ethnically diverse than Mid- and Delayed-Entry students.  They are more productive on average on a variety of measures than students with more conventional entry points.  The average time for Early-Entry students to complete course work and the degree are only slightly longer (< 1 year) than for Mid-Entry or Delayed-Entry students.  Proportionally fewer Early-Entry students withdrew from the PhD program as graduate students.  However, attrition of EEO students while they are undergraduates is high.  Upon graduation, Early-Entry graduates complete postdoctoral study and assume faculty and research positions that mirror the post graduation employment of Mid- and Delayed-Entry students. <p>Early entrance to PhD study is a successful approach to increasing the number of PhD prepared nurses and the number of years in which PhD prepared nurses are able to make significant contributions to the discipline.  <p>*RWJF <i>Evaluating Innovations in Nursing Education</i> <i>(EIN) </i>Grant Number 70183en_GB
dc.subjectEducational Innovationen_GB
dc.subjectNursing Faculty Shortageen_GB
dc.subjectDoctoral Educationen_GB
dc.date.available2014-05-13T16:43:56Z-
dc.date.issued2014-05-13-
dc.date.accessioned2014-05-13T16:43:56Z-
dc.conference.date2014en_GB
dc.conference.nameNursing Education Research Conference 2014en_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.hostNational League of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.descriptionNursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolisen_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. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published articleen_GB
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