2.50
Hdl Handle:
http://hdl.handle.net/10755/624119
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Faculty Helping Students Be Successful in Doctoral Education
Other Titles:
Doctoral Education Preparation
Author(s):
Morin, Karen H.
Lead Author STTI Affiliation:
Upsilon Epsilon
Author Details:
Karen H. Morin, PhD, University of Wisconsin-Milwaukee, Kalamazoo, Michigan, USA
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. 
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.

Keywords:
doctoral advising; mentorship; program strategies
Repository Posting Date:
18-Apr-2018
Date of Publication:
18-Apr-2018
Other Identifiers:
NERC18I01
Conference Date:
2018
Conference Name:
Nursing Education Research Conference 2018: Generating and Translating Evidence for Teaching Practice
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Washington, DC
Description:
Nursing Education Research Conference 2018: Generating and Translating Evidence for Teaching Practice. Held at the Washington Marriott Wardman Park, Washington DC
Note:
Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository, unless otherwise noted.

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleFaculty Helping Students Be Successful in Doctoral Educationen
dc.title.alternativeDoctoral Education Preparationen
dc.contributor.authorMorin, Karen H.en
dc.contributor.departmentUpsilon Epsilonen
dc.author.detailsKaren H. Morin, PhD, University of Wisconsin-Milwaukee, Kalamazoo, Michigan, USAen
dc.identifier.urihttp://hdl.handle.net/10755/624119-
dc.description.abstract<p><span>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.</span><br /><span>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)</span><br /><span>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. </span><br /><span>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.</span></p>en
dc.subjectdoctoral advisingen
dc.subjectmentorshipen
dc.subjectprogram strategiesen
dc.date.available2018-04-18T20:09:14Z-
dc.date.issued2018-04-18-
dc.date.accessioned2018-04-18T20:09:14Z-
dc.conference.date2018en
dc.conference.nameNursing Education Research Conference 2018: Generating and Translating Evidence for Teaching Practiceen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationWashington, DCen
dc.descriptionNursing Education Research Conference 2018: Generating and Translating Evidence for Teaching Practice. Held at the Washington Marriott Wardman Park, Washington DCen
dc.description.noteItems submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository, unless otherwise noted.-
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