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Tracy A Ortelli - One of the best experts on this subject based on the ideXlab platform.
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characteristics of candidates who have taken the certified nurse educator cne examination a two year review
Nursing education perspectives, 2008Co-Authors: Tracy A OrtelliAbstract:The National League for Nursing's Certified Nurse Educator (CNE) credential is the only professional credential that recognizes excellence in the advanced specialty role of the academic nurse educator. The CNE examination was initially offered in September 2005 to 206 qualified faculty representing 45 states and the District of Columbia. In the two years in which it has been available, 917 candidates have taken the examination, yielding 773 certified nurse educators. Educators with the CNE credential now represent all 50 states and the District of Columbia. Eligibility Criteria The CNE credential requires full-time faculty experience and a masters or Doctoral Degree in nursing. The two pathways that exist for eligibility are based on educational preparation and faculty experience. To meet the criteria for Option A, nurse educators must have two years or more of full-time employment in the academic faculty role within the past five years. Further, they must possess a master's or Doctoral Degree in nursing with either a major emphasis in nursing education or nine or more credit hours of graduate-level education courses. Nurse educators who possess a master's or Doctoral Degree in nursing with a major emphasis in a role other than nursing education are eligible for Option B if they have four or more years of fulltime employment in the academic faculty role within the past five years. Of the CNE candidates, 64.8 percent met Option A criteria, and 35.2 percent met Option B criteria. Demographic Data HIGHEST Degree EARNED The highest Degree earned by the 917 candidates had nearly even distribution: 34.3 percent of candidates reported holding Doctoral Degrees; 34.4 percent held master's Degrees in nursing with an education focus; and 31.3 percent held master's Degrees in nursing with a focus other than nursing education. To determine if the 917 candidates who took the CNE examination during this two-year period were representative of full-time nurse educators who teach in the United States, demographic data were compared to data described in Nurse Educators 2006: A Report of the Faculty Census Survey of RN and Graduate Programs (1). That report notes that nurse educators with Doctoral Degrees constitute 25.4 percent of the nation's faculty, and those with master's Degrees constitute 68.9 percent of faculty. For CNE candidates, the percentages were comparable: 34.3 percent hold doctorates, and 65.7 percent hold master's Degrees. (See Figure 1.) [FIGURE 1 OMITTED] [FIGURE 2 OMITTED] [FIGURE 3 OMITTED] [FIGURE 4 OMITTED] PRIMARY TEACHING AREA The Certified Nurse Educator examination is available to eligible candidates who teach in all levels of nursing education: practical, diploma, associate Degree, baccalaureate, master's, and Doctoral nursing programs. Of the candidates who took the CNE examination, 4.5 percent indicated that they taught primarily in practical nursing programs and 8.8 percent taught in diploma programs. The largest group taught in associate Degree programs (39.1 percent), while 36.5 percent taught in baccalaureate programs and 11.0 percent taught primarily at the master's or Doctoral level. Figure 2 provides a comparison of reported program types between CNE candidates and national faculty census data (1). It is interesting to note that while those who teach primarily in diploma programs represent 3.9 percent of the nation's faculty, they constitute 8.8 percent of the CNE candidate population. YEARS OF FULL-TIME EXPERIENCE The minimum number of years of full-time experience that a CNE candidate may have is two (within the past five years), provided the candidate possesses a master's or Doctoral Degree in nursing with an education focus. Of those who took the CNE examination, 23.4 percent indicated having two to five years of full-time experience; 39.5 percent reported 6 to 15 years; 25. …
Elizabeth Rice - One of the best experts on this subject based on the ideXlab platform.
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early entry to a Doctoral Degree in nursing program analysis of student experiences
Journal of Nursing Education, 2014Co-Authors: Nadine Nehls, Elizabeth RiceAbstract:Educational innovations that encourage younger students to pursue Doctoral research training are timely and important. To this end, an evaluation of an early-entry Doctoral (PhD) program in nursing was conducted. One component of this evaluation examines qualitative data from students admitted to the PhD program as undergraduates or immediately upon graduation from the undergraduate program. The evaluation included all students (N = 29) admitted over a 10-year period, from 2002 to 2011. Eighty-three percent of this population agreed to participate. Transcriptions of individual interviews were analyzed using a qualitative descriptive method. The results are categorized into three general areas: decision making about becoming a nurse and a PhD student, facilitators of admission to and progression in an early-entry PhD program, and the challenges of being an early-entry PhD student. The findings provide the data necessary to guide revisions of existing programs and stimulate the development of new early-entry PhD programs.
Jinyoung Roh - One of the best experts on this subject based on the ideXlab platform.
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what predicts whether foreign doctorate recipients from u s institutions stay in the united states foreign doctorate recipients in science and engineering fields from 2000 to 2010
Higher Education, 2015Co-Authors: Jinyoung RohAbstract:Using data from the Survey of Earned Doctorates by the National Science Foundation, this study examines factors influencing foreign doctorate recipients’ decisions to stay in the United States after they complete their Degrees. This study expands the existing literature on human capital theory on migration decision by exploring the variables that appear to be associated with one’s migration decision, which takes into account the prestige of Degrees and the home country context. The findings suggest that the foreign doctorate recipients with a prestigious Doctoral Degree were less likely to stay in the United States. The home country’s economic conditions relative to those of the United States also significantly influenced one’s migration decision. The foreign doctorate recipients’ odds of staying in the United States increased when the unemployment rate gap between the home country and the United States widened. Lastly, the country of origin was important in predicting migration decisions for foreign doctorate recipients.
Darin Wohlgemuth - One of the best experts on this subject based on the ideXlab platform.
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the role of mathematical and verbal skills on the returns to graduate and professional education
Economics of Education Review, 2008Co-Authors: Moohoun Song, Peter F Orazem, Darin WohlgemuthAbstract:Abstract Students in majors with higher average quantitative graduate records exam (GRE) scores are less likely to attend graduate school whereas students in majors with higher average verbal GRE scores are more likely to attend graduate school. This sorting effect means that students whose cognitive skills are associated with lower earnings at the bachelor's level are the most likely to attend graduate school. As a result, there is a substantial downward bias in estimated returns to graduate education. Correcting for the sorting effect raises estimated annualized returns to a Master's or Doctoral Degree from about 5% to 7.3% and 12.8%, respectively. Estimated returns to professional Degrees rise from 13.9% to 16.6%. These findings correspond to a large increase in relative earnings received by postgraduate Degree holders in the United States over the past 20 years.
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the role of mathematical and verbal skills on the returns to graduate and professional education
Staff General Research Papers Archive, 2007Co-Authors: Moohoun Song, Peter F Orazem, Darin WohlgemuthAbstract:Students in majors with higher average quantitative GRE scores are less likely to attend graduate school while students in majors with higher average verbal GRE scores are more likely to attend graduate school. This sorting effect means that students whose cognitive skills are associated with lower earnings at the bachelori¾’s level are the most likely to attend graduate school. As a result, there is a substantial downward bias in estimated returns to graduate education. Correcting for the sorting effect raises estimated annualized returns to a Masteri¾’s or Doctoral Degree from about 5% to 7.3% and 12.8% respectively. Estimated returns to professional Degrees rise from 13.9% to 16.6%. These findings correspond to a large increase in relative earnings received by postgraduate Degree holders in the United States over the past 20 years.
Clelia Beltrame - One of the best experts on this subject based on the ideXlab platform.
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association between addiction treatment staff professional and educational levels and perceptions of organizational climate and resources
Substance Abuse, 2014Co-Authors: Ivy Krull, Lena Lundgren, Clelia BeltrameAbstract:ABSTRACT. Background: Research studies have identified addiction treatment staff who have higher levels of education as having more positive attitudes about evidence-based treatment practices, science-based training, and the usefulness of evidence-based practices. This study examined associations between addiction treatment staff level of education and their perceptions of 3 measures of organizational change: organizational stress, training resources and staffing resources in their treatment unit. Methods: The sample included 588 clinical staff from community-based substance abuse treatment organizations who received Substance Abuse and Mental Health Services Administration (SAMHSA) funding (2003–2008) to implement evidence-based practices (EBPs). Bivariate analysis and regression modeling methods examined the relationship between staff education level (no high school education, high school education, some college, associate's Degree, bachelor's Degree, master's Degree, Doctoral Degree, and other type of ...