Quality Indicators for Doctoral Education in Nursing Professor Hugh McKenna Dr S McIlfatrick
Purpose and Outline Goals of Doctoral Nursing Education History and current trends; Quality Indicators: Environment Supervision Student Quality PhD Research Training Challenges for the future
Goals of Doctoral Education To generate a body of knowledge in nursing to improve the care of patients, their families and communities; To enable doctoral students to recognise themselves as emergent research leaders and appreciate the significance of the development of scholarship; To provide doctoral students with the ability to think critically, identify the gaps in knowledge, search for truth without prejudice, take risks with ideas, be creative and imaginative in solving problems and to communicate clearly and effectively. References Kim MJ, McKenna HP, Ketefian S. (2006). Global quality criteria, standards, and indicators for doctoral programs in nursing; literature review and guideline development ) International Journal of Nursing Studies, 43(4):477-89. McKenna, H.P. (2005) Doctoral Education: some treasonable thoughts. (Editorial) International Journal of Nursing Studies, 42 (3): 245-246 Ketefian, S. McKenna, H.P. (2004). Doctoral Education in Nursing: an international perspective. Routledge, London. McKenna, H.P. Cutcliffe, J.R. (2001) Nurse Doctoral Education in The United Kingdom And Ireland Online Journal of Issues in Nursing.Vol.5, No2, McKenna, H.P. Cowman, S (2001). Doctoral Education in Nursing: an expanding phenomenon. Editorial. All Ireland Journal of Nursing and Midwifery. 2(2)
History of Doctoral Education 273 nursing doctoral programmes across more than 30 countries (INDEN, 2012). The number of US nurse doctoral programmes have increased 1954 (2) 1977 (17) 1985 (29) 1990 (50) 1999 (70) average graduations 6 per year per programme. 2009 (~100) 2013 (~150) 1980-1.5 million US nurses 1,650 doctorally prepared 2009 2.4 Million US nurses - 15,398 doctorally prepared
UK Nurse Doctoral Education 1967 Single figures (Manchester, Edinburgh) 1995 1 st professional doctorate programme (Ulster) 1997 300 PhDs (Traynor) 2003 23 professional doctorate programmes 2003 500 doctorates 2008-50 doctoral programmes- Prof D & PhD 2009 446 returned in Government Research Review 2013 80 University departments offering PhD training
Reasons for Increase in Doctoral Education Development of new knowledge through research; Nursing care requires a well educated nursing workforce; Preparation of nursing leaders: practice, management & education; Younger people pursuing doctoral education; An increasing number of full-time and part time research studentships and fellowships; Government funding for doctorates as part of clinical academic careers (Finch 2008, JRN, 2009) General PhD studentships available (HEFCE, DEL 2013);
Some Interesting Facts Graduates with a PhD degree earned an average of 1.0m over their lifetime; PhD students are responsible for one third of all publications from Universities; PhD students who publish complete their degree sooner than those who do not; PhD students who publish get more jobs in Universities than those who do not; 30% of Science PhD graduates go on to post doc positions; In Europe 45% of PhD students are female.
Types of Nurse Doctorates PhD by Thesis; PhD By Published Works. The Professional Doctorate. (DNSc, DScN, DNurs, Practice Doctorate)
Mission Curriculum Faculty Students Infrastructure & resources
QAA Code of Practice (2004) Research Environment Quality of Student Quality of Supervision PhD Research training programme
Research outputs: - funding, publications, profile Supportive Community - Successful - Expertise - Facilities - Student Representation? Infrastructure and resources Graduate schools Accommodation & facilities Research Environment
Quality of Students Selection/Admission Clear Procedures Consistently Applied Qualification for Entry: criteria Decision to involve one staff member Entitlements Responsibilities Approval of Projects Feasibility Successful Completion - Student skills? -Suitability of work? - Resources?
PhD Research Training Skills Training Access to training Future Career - Research Skills -Generic Skills -Transferable skills -Language Support Progress & Review Assessment: doctoral studies committee Feedback and decisions Student representation
Quality of Supervision Evidence indicates that the quality of supervision is the key factor determining the successful and timely completion of a PhD (Seagram et al, 1998; Dinham & Scott, 1998; Knowles, 1999). the quality of the program is largely determined by the quality of faculty, including their credentials, their research and publication record, and their supervision and mentoring of students (Ketefian, 2001)
Supervision Recognised subject expertise Supervisory skills and expertise - Training for Supervisors Communication of Progress - Regular Contact and Monitoring QUESTION: what are appropriate skills & knowledge?
TYPES OF PROBLEM Environment Procedural Lack of Progress Personalities
No record of meetings Poor supervisory sessions Supervisor accessibility Supervisor Change Change of Project Annual Report L of A/Extension* Procedural Problems
Unable to meet deadlines Identify problems: - Research Related? - Personal? - Lack of support? - Lack of attendance? - Other commitments? Lack of Progress
Difficult Student Difficult Supervisor Differing expectations Working Styles Poor Communication Lack of interaction Lack of social contact Personalities
LOOKING TOWARDS THE FUTURE
International Network for Doctoral Education in Nursing/Sigma Theta Tau International: a formula for global cooperation For more information http://nursing.jhu.edu/inden
Objectives Foster ongoing global networking and professional advancement. Promote curriculum development, enhancement, and program evaluation. Encourage collaborative research, educational initiatives, and the dissemination of innovation in doctoral nursing education
INDEN/STTI fellowship Opportunities IJNS/INDEN Manuscript Award Submission for applications is 1st June 2013 Biennial Meeting: 2013 HOLD THE DATE: Strategies for Quality in Doctoral Education Prague, July 21-23 Quarterly Newsletters on INDEN activities Doctoral Curricula and Policy Sharing
Issues and Challenge Shortage of qualified supervisors; Nursing s research track record not as mature as those of other disciplines; Limited funding sources for doctoral study; Limited research infrastructure - need more graduate schools; Mostly women with family responsibilities, delaying time to graduation; Age profiles of doctoral students; Greying of the academic workforce; Limited socialisation among students, and with staff due to a large number of part-time students;
Issues and Challenges Value of practice over scholarship get out there! Recruitment and Retention accept all comers! Lack of opportunity to use research skills in practice and lack of a clinical career structure; Perceptions of professional doctorates; Credibility and multiplicity of titles; Issue of doctoral standards and variations; Unidisciplinary Vs Multidisciplinary;
Studying for a Doctorate is a Serious Business
Questions? To what extent do you agree with the quality indicators discussed? Should the European PhD become more like the US PhD? What do you think are the greatest challenges currently facing quality doctoral education? What do you think are the top priorities to ensure future delivery of quality doctoral nursing education? What is REF s role in enhancing QA in doctoral programmes?