The Experts below are selected from a list of 72705 Experts worldwide ranked by ideXlab platform

Mihee Chung - One of the best experts on this subject based on the ideXlab platform.

  • Qualitative Analysis of Student Perceptions of Bachelor of Science-to-Doctor of Philosophy in Nursing Programs
    The Journal of nursing education, 2015
    Co-Authors: Neil E. Peterson, Karen O. Moss, Gwyneth Milbrath, Jane R. Von Gaudecker, Eunhee Park, Mihee Chung
    Abstract:

    BACKGROUND:To address the shortage of Doctor of Philosophy (PhD)-prepared nursing faculty, universities in the United States offer direct-entry Bachelor of Science in Nursing (BSN)-to-PhD nursing programs. Little research has been conducted to explore students’ perceptions of these programs and to formally evaluate the successes and opportunities for growth of this academic track.METHOD:Focusing on the perceptions and experiential reflection of BSN-to-PhD education, a survey with open-ended questions was distributed among voluntary participants who are current BSN-to-PhD students or recent graduates (within 5 years) from various universities in the United States. Textual data were analyzed using a qualitative descriptive approach with thematic analysis.RESULTS:This article elaborates on opportunities, challenges, and suggestions related to this educational route, as recognized by 21 participants from seven universities.CONCLUSION:The study findings may facilitate discussion among nurse educators to revise programs to be congruent with the needs of current students while paving the way for future scholars. [J Nurs Educ. 2015;54(10):542–549.]

Charles F. Gressard - One of the best experts on this subject based on the ideXlab platform.

David Vlahov - One of the best experts on this subject based on the ideXlab platform.

  • Development of Quantitative Research Skills Competencies to Improve Doctor of Philosophy Nursing Student Training
    The Journal of nursing education, 2018
    Co-Authors: Lisa M. Thompson, Lydia B. Zablotska, Jyu-lin Chen, Soson Jong, Abbey Alkon, Soo-jeong Lee, David Vlahov
    Abstract:

    Author(s): Thompson, Lisa M; Zablotska, Lydia B; Chen, Jyu-Lin; Jong, SoSon; Alkon, Abbey; Lee, Soo-Jeong; Vlahov, David | Abstract: BACKGROUND:Competency-based education is essential to prepare future nurse scientists to compete in the world of data-driven science. Yet, few schools of nursing have developed core competencies that guide quantitative research instruction. We described development of new competency-based curriculum in quantitative research for Doctor of Philosophy (PhD) nursing students. METHOD:We assessed quantitative research methods curricula from among top National Institutes of Health-ranked research-intensive Schools of Nursing. At the University of California, San Francisco School of Nursing, we administered a survey to PhD students and alumni, and interviewed program faculty about current quantitative courses and perceived needs. A committee of PhD faculty framed competencies. RESULTS:Core competencies for quantitative methods training were developed. Faculty modified courses to align with core competencies. This allowed an outcome-based approach to design, implement, and evaluate coursework. CONCLUSION:This effort at generating core quantitative research skills competencies could be useful for other nursing schools interested in redesigning PhD training programs. [J Nurs Educ. 2018;57(8):483-488.].

Linda M. Goodfellow - One of the best experts on this subject based on the ideXlab platform.

  • Professional socialization of students enrolled in an online Doctor of Philosophy program in nursing.
    The Journal of nursing education, 2014
    Co-Authors: Linda M. Goodfellow
    Abstract:

    A descriptive online survey design was used to describe professional socialization of students enrolled in an online Doctor of Philosophy (PhD) program in nursing. Twenty-six (48%) of 54 students participated by completing the Doctoral Student Socialization Questionnaire. Activities associated with four of the six dimensions of professional socialization, including student-peer interactions, supportive faculty environment, collegiality, and student scholarly encouragement, were prevalent in the analysis. Activities associated with student-faculty interactions and preparation in scholarly activities were evident but were not prevalent. Students in an online PhD program in nursing can be socialized to the graduate school environment, as well as to their future role in an academic setting. Although challenging in the online environment, faculty need to promote activities related to student-faculty interactions and preparation in scholarly activities.

Neil E. Peterson - One of the best experts on this subject based on the ideXlab platform.

  • Qualitative Analysis of Student Perceptions of Bachelor of Science-to-Doctor of Philosophy in Nursing Programs
    The Journal of nursing education, 2015
    Co-Authors: Neil E. Peterson, Karen O. Moss, Gwyneth Milbrath, Jane R. Von Gaudecker, Eunhee Park, Mihee Chung
    Abstract:

    BACKGROUND:To address the shortage of Doctor of Philosophy (PhD)-prepared nursing faculty, universities in the United States offer direct-entry Bachelor of Science in Nursing (BSN)-to-PhD nursing programs. Little research has been conducted to explore students’ perceptions of these programs and to formally evaluate the successes and opportunities for growth of this academic track.METHOD:Focusing on the perceptions and experiential reflection of BSN-to-PhD education, a survey with open-ended questions was distributed among voluntary participants who are current BSN-to-PhD students or recent graduates (within 5 years) from various universities in the United States. Textual data were analyzed using a qualitative descriptive approach with thematic analysis.RESULTS:This article elaborates on opportunities, challenges, and suggestions related to this educational route, as recognized by 21 participants from seven universities.CONCLUSION:The study findings may facilitate discussion among nurse educators to revise programs to be congruent with the needs of current students while paving the way for future scholars. [J Nurs Educ. 2015;54(10):542–549.]