Paula V Nersesian1, Laura E Starbird2, Damali M Wilson3, Christina X Marea3, Melissa K Uveges4, Scott Seung W Choi5, Sarah L Szanton3, Maan Isabella Cajita6. 1. School of Nursing, Johns Hopkins University, 525 N. Wolfe Street, Baltimore, MD 21205, USA. Electronic address: pnersesian@jhu.edu. 2. Center for Health Policy, Columbia University School of Nursing, 560 W. 168th St., New York, NY 10032, USA. 3. School of Nursing, Johns Hopkins University, 525 N. Wolfe Street, Baltimore, MD 21205, USA. 4. Center for Bioethics, Harvard Medical School, 641 Huntington, Ave., Boston, MA 02115, USA. 5. College of Health Professions, Towson University, 8000 York Road, Towson, MD 21252, USA. 6. School of Nursing, University of Pittsburgh, 3500 Victoria Street, Pittsburgh, PA 15213, USA.
Abstract
BACKGROUND: Research-focused doctorate nursing programs are expanding and seek to double the number of doctoral-prepared nurses by 2020. There is little empirical evidence of the contributions of mentoring to doctoral nursing students' readiness for their desired careers. PURPOSE: This study assessed characteristics and practices of nursing PhD students, the mentoring practices of their advisors, and the likelihood of self-reported career readiness. DESIGN: A nationwide descriptive, cross-sectional study of PhD students in the United States was conducted using an electronic survey platform. A sample of 380 PhD students representing 64 schools was surveyed from January to July 2016. METHODS: Descriptive statistics and ordered logistic regression were used to describe the sample and determine likelihood of career readiness by three readiness levels. FINDINGS: Results revealed greater likelihood of career readiness for students that: (1) perceived their proficiency in key scholarly skills as high, (2) were older, (3) worked a larger number of hours per week, (4) had more responsibilities outside of school, (5) had both advising and mentoring support, (6) had a co-advisor, and (7) attended a private university. CONCLUSION: Enrollment targets should be based on a faculty-to-doctoral student ratio that optimizes advising and mentoring and schools should provide mentoring guidelines and training for faculty.
BACKGROUND: Research-focused doctorate nursing programs are expanding and seek to double the number of doctoral-prepared nurses by 2020. There is little empirical evidence of the contributions of mentoring to doctoral nursing students' readiness for their desired careers. PURPOSE: This study assessed characteristics and practices of nursing PhD students, the mentoring practices of their advisors, and the likelihood of self-reported career readiness. DESIGN: A nationwide descriptive, cross-sectional study of PhD students in the United States was conducted using an electronic survey platform. A sample of 380 PhD students representing 64 schools was surveyed from January to July 2016. METHODS: Descriptive statistics and ordered logistic regression were used to describe the sample and determine likelihood of career readiness by three readiness levels. FINDINGS: Results revealed greater likelihood of career readiness for students that: (1) perceived their proficiency in key scholarly skills as high, (2) were older, (3) worked a larger number of hours per week, (4) had more responsibilities outside of school, (5) had both advising and mentoring support, (6) had a co-advisor, and (7) attended a private university. CONCLUSION: Enrollment targets should be based on a faculty-to-doctoral student ratio that optimizes advising and mentoring and schools should provide mentoring guidelines and training for faculty.
Authors: William E Rosa; Kim Hartley; Susan B Hassmiller; Stephanie O Frisch; Stephanie G Bennett; Katherine Breen; Jessica I Goldberg; Kara S Koschmann; Amanda L Missel; Amisha Parekh de Campos; Anthony T Pho; Jamie Rausch; Amelia E Schlak; Alic Shook; Meghan K Tierney; Elizabeth Umberfield; Julie A Fairman Journal: J Nurs Educ Date: 2022-01-01 Impact factor: 1.726
Authors: Asa B Smith; Elizabeth Umberfield; Josephine R Granner; Melissa Harris; Bradley Liestenfeltz; Clayton Shuman; Ellen M Lavoie Smith Journal: Nurse Educ Today Date: 2021-01-09 Impact factor: 3.442