A Profile of U.S. Nursing Faculty in Research- and Practice-Focused Doctoral Education

2.50
Hdl Handle:
http://hdl.handle.net/10755/602392
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
A Profile of U.S. Nursing Faculty in Research- and Practice-Focused Doctoral Education
Other Titles:
The Effect of Teaching Demands on Research Productivity and Work-Life Balance of Doctoral Program Nursing Faculty [Symposium]
Author(s):
Sharts-Hopko, Nancy
Lead Author STTI Affiliation:
Alpha Nu
Author Details:
Nancy Sharts-Hopko, RN, FAAN, nancy.sharts-hopko@villanova.edu
Abstract:
Session presented on Monday, November 9, 2015: Purpose and Significance: Growth in DNP programs has outpaced growth in PhD programs, and DNP graduates have moved into doctoral education in greater numbers than PhD graduates. This study aimed to ascertain characteristics of faculty teaching in DNP and PhD programs and of the schools in which they teach with particular attention to scholarly productivity. Methods: Data were collected via an on-line researcher-developed survey distributed nationally and completed by 554 faculty teaching in PhD, DNP, or both types of programs. The survey was based on review of the literature and on data from two focus groups involving PhD and DNP faculty. It addressed relative commitments to teaching, research/scholarship, and service, doctoral faculty members’ scholarly productivity, work-life balance, strategies to support research/scholarship activities and work-life balance, and characteristics of a successful faculty member. Data were analyzed using frequencies as well as tests of chi square and analysis of variance to compare faculty teaching only in PhD programs, faculty teaching only in DNP programs, and faculty teaching in both types of doctoral programs. Findings: DNP faculty reported less prior experience and current productivity in scholarship than faculty teaching in PhD programs only or both types of programs, though a majority reported that they are expected to conduct and publish research. PhD faculty are more likely to engage in grantsmanship and spend more time on scholarship; in addition they reported more support for scholarship from their institutions.  Conclusions/Implications: Strategies are needed to ensure that doctoral programs are staffed by faculty who are prepared for doctoral education and that institutions are able to fulfill their research mission. Recommendations for strategies to address these issues will be discussed in the presentation.
Keywords:
Doctoral faculty; Research doctorate; Practice doctorate
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15E28
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleA Profile of U.S. Nursing Faculty in Research- and Practice-Focused Doctoral Educationen
dc.title.alternativeThe Effect of Teaching Demands on Research Productivity and Work-Life Balance of Doctoral Program Nursing Faculty [Symposium]en
dc.contributor.authorSharts-Hopko, Nancyen
dc.contributor.departmentAlpha Nuen
dc.author.detailsNancy Sharts-Hopko, RN, FAAN, nancy.sharts-hopko@villanova.eduen
dc.identifier.urihttp://hdl.handle.net/10755/602392en
dc.description.abstractSession presented on Monday, November 9, 2015: Purpose and Significance: Growth in DNP programs has outpaced growth in PhD programs, and DNP graduates have moved into doctoral education in greater numbers than PhD graduates. This study aimed to ascertain characteristics of faculty teaching in DNP and PhD programs and of the schools in which they teach with particular attention to scholarly productivity. Methods: Data were collected via an on-line researcher-developed survey distributed nationally and completed by 554 faculty teaching in PhD, DNP, or both types of programs. The survey was based on review of the literature and on data from two focus groups involving PhD and DNP faculty. It addressed relative commitments to teaching, research/scholarship, and service, doctoral faculty members’ scholarly productivity, work-life balance, strategies to support research/scholarship activities and work-life balance, and characteristics of a successful faculty member. Data were analyzed using frequencies as well as tests of chi square and analysis of variance to compare faculty teaching only in PhD programs, faculty teaching only in DNP programs, and faculty teaching in both types of doctoral programs. Findings: DNP faculty reported less prior experience and current productivity in scholarship than faculty teaching in PhD programs only or both types of programs, though a majority reported that they are expected to conduct and publish research. PhD faculty are more likely to engage in grantsmanship and spend more time on scholarship; in addition they reported more support for scholarship from their institutions.  Conclusions/Implications: Strategies are needed to ensure that doctoral programs are staffed by faculty who are prepared for doctoral education and that institutions are able to fulfill their research mission. Recommendations for strategies to address these issues will be discussed in the presentation.en
dc.subjectDoctoral facultyen
dc.subjectResearch doctorateen
dc.subjectPractice doctorateen
dc.date.available2016-03-21T16:27:47Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:27:47Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.