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Overview of doctoral education in nursing in an international context

Doctoral Education in Nursing. Overview of doctoral education in nursing in an international context. 1) Canadian Scene 2) International Context. Overview. Snapshot of the Current Canadian Situation. Sources CASN/CN A Student & Faculty Survey (2007-2008)

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Overview of doctoral education in nursing in an international context

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  1. Doctoral Education in Nursing Overview of doctoral education in nursing in an international context

  2. 1) Canadian Scene 2) International Context Overview

  3. Snapshot of the Current Canadian Situation Sources • CASN/CN A Student & Faculty Survey (2007-2008) 2) Preliminary data Doctoral Forum Environmental Scan (2010)

  4. Annual Student and Faculty Survey Purpose: to support health human resource planning Data include: Admissions & graduates of doctoral programs, program delivery modalities, faculty qualifications

  5. Doctoral Forum Environmental Scan2010 Purpose: to help inform the development of a Canadian vision for doctoral education in nursing Data include Processes, delivery modalities, success factors and challenges

  6. Student & Faculty Survey2007-2008 • 88 of 90 CASN members responded. • 13 schools had PhD programs

  7. Number of Doctoral Programs • 11.0% of schools (13 schools) offered PhD programs.

  8. Admissions2007-2008 • Admissions to doctoral programs increased 5.1%

  9. Number of Doctoral Programs 2010 15 schools offer PhD programs.

  10. Doctoral Forum Environmental Scan2010 6 CASN members with a PhD program have responded (40%) • 3 established 10 yrs ago or more, • 1 established 1-2 years ago, • 1 established 2-4 years ago, • 1 established 4-6 years ago.

  11. [1] • Enrollments • Total in the six doctoral programs is 184 • (In 2007-2008 student & faculty enrolment in doctoral programs was 380) • Program Completion • Average length of time to completion estimated was 3 to 5 yrs (but 2 programs too recent to compute this)

  12. The 6 respondent schools • identified the majority of their doctoral students as planning on a career in Academia • some students were identified as planning on a career path in the practice setting.

  13. All 6 have a residency based program. • 3 provide an interdisciplinary delivery program. • 3 offer a fast track option • 1 offers distance delivery

  14. Program Strengths Identified • Quality of faculty • Diversity of options for learners/tailoring to learner needs • Fast track option from Masters to PhD • Small classes/Seminars/Small groups • Residency based/engagement with faculty and peers • Program Challenges Identified • Intensive demand for resources (faculty, library, staff) • Limited scholarships to offer • Applicants would increase if distance and part time options were available • Students continue to work while enrolled in full-time studies.

  15. Admission Process Success Factors • Admission deadline moved earlier to increase timeline of offers • Streamlined admission ratings to focus on priority indicators • Students identify a supervisor in advance of admission • Applicants matched to supervisor before admission • Straightforward admission process • Piloting admissions in September and January • Careful screening of applicants to ensure they are a good fit. • Will consider late applications if there is space

  16. Admission Process Issues • Coordinating admission process with SGS • Rating procedure and training of admission raters • Locating suitable supervisor for students unfamiliar with program • No standard approach among faculty in deciding to take student • Need for sufficient faculty with a broad range of interests • Students don’t apply for external funding to support thesis • Assisting students to find suitable supervisors • Ensuring applicants who will be successful are selected • Admission deferrals

  17. Comprehensive Exams • All six programs require both a written and an oral exam: • Between 12–18 months in the program – must be completed by 24 months • After completing all course work - usually 10-16 months after commencing the program • In the summer or fall term after two terms of course work • Up to 28 months from commencement of program • When the student’s proposal is ready for defense • After all coursework and before the proposal defense

  18. Number of students per supervisor • 3 (but faculty with a training national Chair had 5-6) • No more than 6 • Less than 3 (including master theses) • 3 to 4 • 4 • Faculty limit number to 5

  19. Supervision Success Factors • Students secure faculty agreement for supervision before applying • Good fit between student and supervisor research interests, • Campus educational resources for junior faculty develop supervisory skills • Mentoring of junior faculty by senior faculty sit (eg sit on committee) • Traditional approach to supervision • Research development seminars/ forums for faculty & students on topic related to successful research • Proposal defense must occur by the end of year 3 • Co-supervision if one or more are new to PhD supervision

  20. Global synopsis Evolution in U.S.A International context

  21. 273 doctoral programs in 31 countries in 2003 • USA (30%) • UK (19%) • Australia (6%) • Canada & Korea (both 4%)

  22. International Network for Doctoral Education in Nursing (INDEN) • Created in 1995 • Non incorporated group of Nurse educators • Met first in 1997 in Vancouver • Currently list doctoral programs in nursing in 34 countries (417 programs) • Identify great variation in doctoral education

  23. Countries with Doctoral Programs in Nursing (INDEN) Argentina Finland Namibia Switzerland Australia Germany Netherlands Taiwan Belgium Greece N. Zealand Thailand Brazil Hong Kong Nigeria Turkey Canada India Norway U.K Chile Ireland Philippines U.S.A Columbia Japan Poland Venezuela Czech Rep Korea South Africa Egypt Mexico Sweden

  24. PhD most common nursing doctoral degree Element shared internationally - PhD requires work that is: • independent • sustained • rigorous • original • cutting edge Kirkman et al. (2007). Nurse Education in Practice, 7 (3), 150-156

  25. Ketefian et al. (2005) Nursing & Health Science, 7(3), 150-156 Non research focused Research focused Pan American Model European Model • Professional or practice

  26. Kirkman et al. (2007). Nurse Education in Practice, 7 (3), 150-156

  27. AACN in the USA DNP PhD/DNS/DNSc Prepares nurse researcher Faculty have a program of research Content - theory, research methodology • Prepares nurses at highest level of practice • Faculty have high level of expertise in area of practice • Content - AACN essentials

  28. DNP in the USA • Oct 2004 strong majority of AACN member Schools supported a Position Statement on DNP • Entry level for ARNP by 2015 was endorsed • 2 Task Forces created • DNP essentials; • DNP Roadmap • Currently 72% schools with ARNP programs offering DNP (120) or planning to (161)

  29. DNP Essentials • Scientific underpinnings for practice • Organizational & systems leadership for quality improvement & systems thinking • Clinical scholarship & analytical methods for evidence-based practice • Information systems/technology • Health care policy for advocacy in health care • Interprofessional collaboration for improving outcomes • Clinical prevention & population health • Advanced nursing practice

  30. Hybrid Models • Combine specialized professional practice component with a clinical dissertation

  31. Arguments for DNP Critiques of DNP Position Evidence that Master’s prepared NP perform very well Length of training will result in professional shortage Will outprice their effectiveness Effect on PhD enrollments • Need for greater scientific knowledge (complexity) • Rapidly expanding knowledge base • Parity with other disciplines • Increased remuneration • Will increase doctorally prepared nurses

  32. United States • Drexel University Model DrNP • initiated 2005 • modeled after the DrPH (Doctor of Public Health) and the PsyD (Psychology Doctorate) degrees, but it is an academic doctorate (similar to the PhD) in that a clinical dissertation is required.

  33. Australia University of Queensland Defines the Professional (Practice) Doctorate as: coursework programs which allow experienced professionals to return to study to improve their professional practice through the application of research to current problems and issues. This qualification combines coursework and research, with a component of not less than 33% and not more than 66% research. The doctoral research should make a significant contribution to the knowledge and practice of the profession. (http://www.uq.edu.au/international/? page=978&pid-978&ntemplate=415 – retrieved May 17, 2010)

  34. Summary • 15 PhD programs in Canada (“taught course - research” or “Pan American model”) • Internationally, the PhD is the most common doctoral type but a myriad of non PhD programs exist • Non PhD programs fall on a continuum regarding research required, and degree of practice specialization

  35. Conclusion Key challenges facing doctoral education in nursing • How do we enhance the development and advancement of nursing knowledge? • Should we bridge nursing practice and nursing research through doctoral education?

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