- Email: [email protected]
Selecting US research-intensive doctoral programs in nursing: Pragmatic questions for potential applicants
Accepted Manuscript Selecting US research-intensive doctoral programs in nursing: Pragmatic questions for potential applicants
Kim D. Jones, Judith G. Baggs, Megan Jones PII: DOI: Reference:
S8755-7223(17)30176-X doi:10.1016/j.profnurs.2017.11.005 YJPNU 1102
To appear in:
Journal of Professional Nursing
Received date: Revised date: Accepted date:
19 April 2017 31 October 2017 6 November 2017
Please cite this article as: Kim D. Jones, Judith G. Baggs, Megan Jones , Selecting US research-intensive doctoral programs in nursing: Pragmatic questions for potential applicants. The address for the corresponding author was captured as affiliation for all authors. Please check if appropriate. Yjpnu(2017), doi:10.1016/j.profnurs.2017.11.005
This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.
ACCEPTED MANUSCRIPT 1 Selecting US Research-intensive Doctoral Programs in Nursing: Pragmatic Questions for Potential Applicants Kim D Jones*, PhD, FNP, FAAN1; Judith G Baggs PhD, RN, FAAN1; & Megan Jones, M. Ed. 2 School of Nursing, Oregon Health & Science University. Portland, OR 97239 Professor, School of Nursing, Oregon Health & Science University. Portland, OR
2
Admissions Counselor, School of Nursing, Oregon Health & Science University. Portland, OR
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1
*Corresponding author:
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Dr. Kim D Jones Oregon Health & Science University
US
Mail Code-SN-ORD School of Nursing
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3455 SW US Veterans Hospital Rd Portland, OR 97239
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Email: [email protected]
Abstract
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Nurses hoping to enter a research intensive doctoral program have a choice of program delivery
CE
modes, faculty expertise, and multiple points of entry in addition to the traditional post masters. The American Association of Colleges of Nursing (AACN) lists doctoral programs in nursing in
AC
over 300 universities in the United States (U.S.) and Puerto Rico, with most institutions offering more than one type of doctorate. For prospective students who want to maximize their likelihood of significant, sustained scientific impact, identifying research-intensive Doctor of Philosophy (PhD) programs with faculty who have a topic match is key. Embarking on a scientific career requires assessing the curricula and faculty at several institutions. The purpose of this paper is to give prospective students pragmatic guidance in selecting a U.S. research-intensive doctoral
ACCEPTED MANUSCRIPT 2 program in nursing. We provide a list of published quality indicators in PhD programs as well as
AC
CE
PT
ED
M
AN
US
CR
IP
T
potential questions to be addressed to key persons in schools.
ACCEPTED MANUSCRIPT 3
Introduction The purpose of the research-intensive doctorate is to guide the next generation of nurse scientists to increase nursing knowledge by proposing and testing ideas that will optimize
IP
T
human health. In addition, doctorally prepared nurses who work in academia are expected to be stewards of the profession, leveraging nursing’s unique perspective amidst an increasingly
CR
complex inter-professional team of scientists.
US
Nursing science has been described as “the science of health” (Donaldson, 2003). There are numerous ways that nurses can optimize human health. Previous authors have described
AN
the similarities and differences in multiple types of doctoral programs and suggestions for how
M
nurses can decide which is right for them (i.e., Doctor of Philosophy [PhD], Doctor of Nursing Science [DNSc/DNS/DSN], Doctor of Education [EdD], Doctor of Nursing [ND], Doctor of
ED
Nursing Practice [DNP]; (Bednash, Breslin, Kirschling, & Rosseter, 2014; Jolley, 2007; Loomis, Willard, & Cohen, 2006; Robb, 2005; Smith, 2015)). Others have offered career trajectory
PT
advice for prospective students, helping them match their goals to their doctoral program type
CE
(Cleary, Hunt, & Jackson, 2011). The Carnegie Foundation commissioned an expert panel to explore stewardship in doctoral education. The resulting book provides a scholarly and
AC
provocative discussion of the purpose of doctoral education that may be invaluable to prospective students (Golde & Walker, 2006). Once people have decided on a research focused doctorate, then they have to decide if it is best to study in nursing or another discipline. We pose a set of questions that are intended for those who want a research focused PhD in nursing. Asking Key Questions of Yourself
ACCEPTED MANUSCRIPT 4 Before reviewing schools and curricula, prospective students are encouraged to ask themselves two key sets of questions: 1. Why do you want a PhD? What kind of career do you envision after the completion of your doctorate? How is that career different from your current position? If you have a
T
Master’s degree and are currently teaching in a school of nursing, how would
IP
attaining your doctorate help you achieve your career goals?
CR
2. Are you geographically mobile? If so, then the next step is articulating a phenomenon of interest and finding a faculty match. If you are not mobile but desire
US
a productive scientific career, we suggest that you may wish to explore successful nurse scientists' research at your target university. As you become more
AN
independent, you can apply your nursing lens to examine your interest area.
M
Alternatively, your focus could shift to online programs delivered synchronously through video conferencing or using a hybrid format with infrequent extended time on
PT
ED
campus.
CE
An interest area could be specific to a clinical problem such as heart disease or symptoms that cross multiple disease states such as pain, fatigue, and disrupted sleep. You
AC
may find that you want to study one of these issues in a defined population such as pediatrics. Or you may be drawn toward investigating health promotion, social determinants of health, or optimizing end of life care. (Rice, 2016). Studying how best to educate nurses (e.g., simulation, curriculum revolution) is also very important, but it is generally more difficult to find sustained external funding for this work. Although nurses in clinical practice often move among a wide variety of patient populations, nurse scientists generally choose depth over breadth of knowledge. Some may
ACCEPTED MANUSCRIPT 5 successfully obtain funding in a new topic area, but more often scientists stay within their identified area of research, pivoting only in response to closely related phenomenon or timesensitive opportunities. Most research is conducted within teams. If the team is interprofessional, that increases opportunities to investigate new or related problems and may offer
T
advantages in terms of leveraging each discipline’s expertise to test hypotheses that address
CR
IP
complex problems in human health.
US
Selecting Schools
Choosing your school and faculty is critical to your long-term success. Begin to narrow
AN
your search by first investigating several PhD programs. The Blue Ridge Institute for Medical Research publishes annual lists of medical and nursing programs ranked by the amount of
M
National Institutes of Health (NIH) dollars garnered (http://www.brimr.org). However, the top
ED
‘ranked’ school, may not be your best match. You can investigate schools with an eye toward identifying faculty whose work is interesting to you (https://www.report.nih.gov/award/index.cfm.)
PT
This is important because students who want to become researchers should plan their doctoral
CE
study to include work with faculty who are actively engaged in externally-funded research. This website also provides insight into funded areas of excellence at selected universities.
AC
A similar website describes mechanisms of funding https://grants.nih.gov/grants/funding/funding_program.htm. For example, a T32 is a training grant that signifies that the institution and faculty have a rich research and training environment often in a specific area of inquiry. Similarly, P20 or P30 awards (center grants) are research grants given to schools demonstrating they have faculty with specialized expertise in a common research problem. ‘R’ awards are granted to the university on behalf of individual investigators, with the largest awards being R01s. Programs that have one or more of these funding
ACCEPTED MANUSCRIPT 6 mechanisms generally have additional training and student financial support opportunities. The Department of Defense, Veterans Administration, other federal agencies and some foundations (e.g., Jonas, Robert Wood Johnson), and professional organizations (e.g., American Association of Critical-Care Nurses, Hospice and Palliative Nursing Association, Sigma Theta
T
Tau) offer either scholarship or research funding, to individuals or to institutions.
IP
In addition to funding, it is important to learn how to assess PhD program curricula. Most
CR
PhD programs offer courses in philosophy of science, theory, qualitative and quantitative methods, and seminars during the dissertation phase. However, programs that optimally launch
US
new graduates into independence will require integrating specialized knowledge in emerging areas of research, technology, and health. The AACN (2010) recommends core curricular
AN
areas for U.S. research-intensive doctoral programs.
M
Evaluating Curricula
ED
Programs of study reflect the School’s and larger University’s mission, priority areas, resources, and faculty expertise. No single PhD program will provide all curricular aspects listed
PT
below, but knowledge of these areas will allow prospective students to better choose between
CE
programs based on the student’s area of interest. Prospective students should examine potential schools’ curricula via websites (programs of study and handbooks) for evidence of the
AC
content displayed in Table 1. (Rice, 2016) Insert Table 1 about here
In addition to coursework, programs will have benchmarks, required examinations or students’ products, such as required types of papers that mark progression. Benchmarks may include publication of manuscripts, qualifying or comprehensive examinations,
ACCEPTED MANUSCRIPT 7 proposals and dissertation defenses. Each school’s PhD student handbook will clearly define required benchmarks. Additional curricular areas that help prepare students to steward the discipline may include scholarly writing, speaking, education/teaching, policy, leadership, and inter-professional collaboration and training. Notably, some programs will
T
offer emerging priority areas of science in cutting-edge content such as those listed in Table
CR
Insert Table 2 about here
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2 (Conley et al., 2015; Henly et al., 2015)
US
Asking Key Questions of Faculty
After you have reviewed the curricula at several schools, the next step is to prepare for
AN
e- mail, telephone, and in person visits to those schools and the key persons you have identified. The AACN lists degrees conferred by member schools (American Association of
M
Colleges of Nursing, 2017). Each school has a website with varying amounts of information that
ED
may help narrow your search. However, it is not always clear which PhD prepared faculty members have an active program of research and are currently accepting students. Consider
PT
asking questions similar to the ones below to the following key persons at your target
CE
universities: PhD admissions counselor, Graduate or Research Dean, PhD Program Director, Chair of PhD admissions committee, current students, and alumni. Ask questions only when the
AC
answers are not clear on the website. Questions for admissions counselors may include: 1. When is your admission deadline? 2. How long does it generally take applicants to complete their application? 3. Do you use a computerized platform to receive applications? If so, does that influence my timeline in compiling my application? 4. Does your program require the GRE or other standardized examinations?
ACCEPTED MANUSCRIPT 8 5. Are there any required pre-requisite courses such as graduate-level statistics? 6. If applying to an accelerated bachelors to PhD or BSN to PhD, do I have the appropriate pre-requisite degrees and courses? 7. Is my GPA competitive with your applicant pool? 8. What is the cost of the program? What funding opportunities are available?
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9. Do you accept international students? Do they have specific requirements
10. Do you accept students who are not nurses?
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(residency, nursing licensure, English language proficiency)?
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11. Do you accept students who do not have an earned Master’s degree? Once you are certain that you meet the minimum admission criteria for your targeted
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school(s), prepare a list of questions for the Graduate or Research Dean.
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Potential questions for this person may include:
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1. Are there identified, signature science areas of the faculty? 2. Does your institution currently have grants such as T32s, P20 or P30 awards or a
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Clinical and Translational Science Award (CTSA)? If not, how can I identify faculty who
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are currently collaborating within the school or with other researchers on campus? 3. How do you anticipate that faculty expertise and availability will evolve over the next 5
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years?
4. How do you anticipate that federal research priorities will evolve over the next 5 years? 5. Do you have any broad career advice for me to become an independent scientist with sustained extramural funding?
Questions for the PhD Program Director may include:
ACCEPTED MANUSCRIPT 9 1. How many students are admitted to each cohort annually? How many students are currently in the program? 2. Historically, how many students complete the program in 3 years? In 4 years? in 5+ years? Or do not complete? 3. What percentage of your students attend full-time?
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4. Are there research/teaching assistant opportunities for students (for pay or tuition
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reduction) in your program?
5. How is the program delivered? 100% face-to-face, on-line asynchronously, a hybrid
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combination with some students face-to-face and others connecting synchronously from a distance? or some part on-line and some in person at a specified site? Are classes
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“executive style” meaning that they meet 2-3 long days every few weeks? If the program has distance options, does my current state qualify to participate in your program? Do
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you anticipate the program delivery to change in the next 2-3 years?
ED
6. Do you have an option for students to develop published manuscripts for a dissertation rather than a traditional bound dissertation? What are the trade-offs in writing
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manuscripts for publication rather than a traditional dissertation (Ahern, 2012)? At what
7.
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point in the program do students need to decide which option is best for them? What is the diversity in your current PhD students (e.g., race/ethnicity, first generation to
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college, rural/underserved, gender, veteran)? Same question for faculty. 8. What kind of jobs do your graduates have?
Questions for the PhD admission’s committee chair may include? 1. What do I need to know to submit a competitive application?
ACCEPTED MANUSCRIPT 10 2. Do you have any faculty who match my area of interest? (be prepared to briefly describe your area) 3. If not easily identified on the website, which faculty accept new doctoral students? 4.
How do I find faculty’s publications, grants, or other key information on the school’s website?
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5. What opportunities exist for taking courses outside the school of nursing or in an inter-
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professional scientific setting? Can I work with research faculty outside the School of Nursing?
Will you please introduce me to faculty at your school or other schools who match my
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6.
area of interest?
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Read several recent publications by the faculty you are interested in working with. Be
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prepared to ask them questions about their findings and future directions of their research.
ED
Questions for potential faculty matches (advisors/chairs) may include: 1. Are you currently accepting new doctoral students?
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2. Do you think we have a research match?
chair?
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3. How many doctoral students and post-doctoral student committees do you currently
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4. Are you part of an inter-professional team of scientists? If so, what are each of your roles? How do you negotiate authorship and dissemination opportunities? 5. Will you tell me about your experiences as a doctoral student and how that has shaped your approach to mentoring? 6. Would you considering giving my contact information to two of your current students or recent graduates so that I could talk to them about their doctoral experience?
ACCEPTED MANUSCRIPT 11 Questions for current doctoral students and alumni may include? 1. Who is/was your major advisor or dissertation chair? 2. How much access do/did you have to this faculty in terms of time and available data? 3. Do/did you publish or present at major scientific meetings with this faculty? Do/did they
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introduce you to key opinion leaders in the field? How has this faculty promoted your independence as a scientist?
5.
How have you handled any uncomfortable situations (e.g., changing advisors/chairs,
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4.
changing research topics, differences in opinion between course faculty and
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advisors/chairs, unsuccessful in meeting a benchmark)
6. How has your coursework promoted your independence as a scientist?
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7. How much do/did you work (for pay) during your PhD program?
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8. What recommendations do you have for me regarding this program?
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Conclusion
The Institute of Medicine’s (2010) seminal report recommends doubling the number of
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nurses with doctorates by 2020 (Institute of Nursing, 2010)(Institute of Nursing, 2010). For those
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nurses seeking a research-intensive program, choosing the best curriculum and faculty fit will increase the likelihood of being competitive in the research arena. A sustained, successful
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program of research not only improves human health but is ultimately a personally rewarding career path.
ACCEPTED MANUSCRIPT 12
Table 1 Course content for research-intensive nursing PhD programs Statistics/quantitative design Philosophy of science
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Theory development Qualitative methods
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Related fields cognates
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Research practica Psychometrics
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Scientific integrity/research ethics
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Nursing inquiry
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Table 2: Emerging and priority areas of science
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Omics (genomics, proteomics, metabolomics) and the microbiome Patient or health system outcomes
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Behavioral/behavior change/bio behavioral science/biophysical measurement E-science/ informatics/big data
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Quantitative science/prospective methods/ mathematical/statistical modeling
Translational/ implementation science Health economics/technology/point of care engineering
ACCEPTED MANUSCRIPT 13 References
Ahern, K. (2012). How to create a journal article from a thesis. Nursing Research, 19, 21-25. American Association of Colleges of Nursing. (2017). Quick state search: AACN member
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program directory. Ref Type: Online Source, Accessed 10/30/2017
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http://www.aacnnursing.org/Membership/Member-Program-Directory
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nursing: Pathways to excellence.Washington, DC.
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American Association of Colleges of Nursing. (2010). The research-focused doctoral program in
Bednash, G., Breslin, E. T., Kirschling, J. M., & Rosseter, R. J. (2014). PhD or DNP: Planning
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for doctoral nursing education. Nursing Science Quarterl., 27, 296-301.
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Cleary, M., Hunt, G. E., & Jackson, D. (2011). Demystifying PhDs: A review of doctorate programs designed to fulfil the needs of the next generation of nursing professionals.
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Contemporary Nurse, 39, 273-280.
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Conley, Y. P., Heitkemper, M., McCarthy, D., Anderson, C. M., Corwin, E. J., Daack-Hirsch, S…, Voss, J.. (2015). Educating future nursing scientists: Recommendations for
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integrating omics content in PhD programs. Nursing Outlook, 63, 417-427.
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Donaldson, S. K. (2003). Commentary: The science of human health-domain structure and future vision. Biological Research in.Nursing, 4, 165-169. Golde, C. M. & Walker, G. E. (2006). Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline-Carnegie Essays on the Doctorate. San Fransisco: JosseyBass.
ACCEPTED MANUSCRIPT 14 Henly, S. J., McCarthy, D. O., Wyman, J. F., Stone, P. W., Redeker, N. S., McCarthy, A. M. . . . Conley, Y. P. (2015). Integrating emerging areas of nursing science into PhD programs. Nursing Outlook, 63, 408-416. Institute of Nursing. (2010). The future of nursing: Leading change, advancing, health.
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Washington, D.C.
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Jolley, J. (2007). Choose your doctorate. Journal of Clinical Nursing, 16, 225-233. Loomis, J. A., Willard, B., & Cohen, J. (2006). Difficult professional choices: Deciding between
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the PhD and the DNP in nursing. Online Journal of .Issues in Nursing, 12, 6.
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Rice, D. (2016). The research doctorate in nursing: The PhD. Oncology Nursing Forum, 43,
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146-148.
Robb, W. J. (2005). PhD, DNSc, ND: The ABCs of nursing doctoral degrees. Dimensions of
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Critical Care Nursing, 24, 89-96.
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CE
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Smith, L. S. (2015). Choosing a pathway: PhD or DNP? Nursing, 45, 20-24.
ACCEPTED MANUSCRIPT 15
Highlights AACN has web resources resources to assist prospective doctoral students Having a topic match with faculty is key for success in the research-intensive PhD
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PT
ED
M
AN
US
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Prospective students may pose questions listed in this paper to key persons
Kim D. Jones, Judith G. Baggs, Megan Jones PII: DOI: Reference:
S8755-7223(17)30176-X doi:10.1016/j.profnurs.2017.11.005 YJPNU 1102
To appear in:
Journal of Professional Nursing
Received date: Revised date: Accepted date:
19 April 2017 31 October 2017 6 November 2017
Please cite this article as: Kim D. Jones, Judith G. Baggs, Megan Jones , Selecting US research-intensive doctoral programs in nursing: Pragmatic questions for potential applicants. The address for the corresponding author was captured as affiliation for all authors. Please check if appropriate. Yjpnu(2017), doi:10.1016/j.profnurs.2017.11.005
This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.
ACCEPTED MANUSCRIPT 1 Selecting US Research-intensive Doctoral Programs in Nursing: Pragmatic Questions for Potential Applicants Kim D Jones*, PhD, FNP, FAAN1; Judith G Baggs PhD, RN, FAAN1; & Megan Jones, M. Ed. 2 School of Nursing, Oregon Health & Science University. Portland, OR 97239 Professor, School of Nursing, Oregon Health & Science University. Portland, OR
2
Admissions Counselor, School of Nursing, Oregon Health & Science University. Portland, OR
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T
1
*Corresponding author:
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Dr. Kim D Jones Oregon Health & Science University
US
Mail Code-SN-ORD School of Nursing
AN
3455 SW US Veterans Hospital Rd Portland, OR 97239
ED
M
Email: [email protected]
Abstract
PT
Nurses hoping to enter a research intensive doctoral program have a choice of program delivery
CE
modes, faculty expertise, and multiple points of entry in addition to the traditional post masters. The American Association of Colleges of Nursing (AACN) lists doctoral programs in nursing in
AC
over 300 universities in the United States (U.S.) and Puerto Rico, with most institutions offering more than one type of doctorate. For prospective students who want to maximize their likelihood of significant, sustained scientific impact, identifying research-intensive Doctor of Philosophy (PhD) programs with faculty who have a topic match is key. Embarking on a scientific career requires assessing the curricula and faculty at several institutions. The purpose of this paper is to give prospective students pragmatic guidance in selecting a U.S. research-intensive doctoral
ACCEPTED MANUSCRIPT 2 program in nursing. We provide a list of published quality indicators in PhD programs as well as
AC
CE
PT
ED
M
AN
US
CR
IP
T
potential questions to be addressed to key persons in schools.
ACCEPTED MANUSCRIPT 3
Introduction The purpose of the research-intensive doctorate is to guide the next generation of nurse scientists to increase nursing knowledge by proposing and testing ideas that will optimize
IP
T
human health. In addition, doctorally prepared nurses who work in academia are expected to be stewards of the profession, leveraging nursing’s unique perspective amidst an increasingly
CR
complex inter-professional team of scientists.
US
Nursing science has been described as “the science of health” (Donaldson, 2003). There are numerous ways that nurses can optimize human health. Previous authors have described
AN
the similarities and differences in multiple types of doctoral programs and suggestions for how
M
nurses can decide which is right for them (i.e., Doctor of Philosophy [PhD], Doctor of Nursing Science [DNSc/DNS/DSN], Doctor of Education [EdD], Doctor of Nursing [ND], Doctor of
ED
Nursing Practice [DNP]; (Bednash, Breslin, Kirschling, & Rosseter, 2014; Jolley, 2007; Loomis, Willard, & Cohen, 2006; Robb, 2005; Smith, 2015)). Others have offered career trajectory
PT
advice for prospective students, helping them match their goals to their doctoral program type
CE
(Cleary, Hunt, & Jackson, 2011). The Carnegie Foundation commissioned an expert panel to explore stewardship in doctoral education. The resulting book provides a scholarly and
AC
provocative discussion of the purpose of doctoral education that may be invaluable to prospective students (Golde & Walker, 2006). Once people have decided on a research focused doctorate, then they have to decide if it is best to study in nursing or another discipline. We pose a set of questions that are intended for those who want a research focused PhD in nursing. Asking Key Questions of Yourself
ACCEPTED MANUSCRIPT 4 Before reviewing schools and curricula, prospective students are encouraged to ask themselves two key sets of questions: 1. Why do you want a PhD? What kind of career do you envision after the completion of your doctorate? How is that career different from your current position? If you have a
T
Master’s degree and are currently teaching in a school of nursing, how would
IP
attaining your doctorate help you achieve your career goals?
CR
2. Are you geographically mobile? If so, then the next step is articulating a phenomenon of interest and finding a faculty match. If you are not mobile but desire
US
a productive scientific career, we suggest that you may wish to explore successful nurse scientists' research at your target university. As you become more
AN
independent, you can apply your nursing lens to examine your interest area.
M
Alternatively, your focus could shift to online programs delivered synchronously through video conferencing or using a hybrid format with infrequent extended time on
PT
ED
campus.
CE
An interest area could be specific to a clinical problem such as heart disease or symptoms that cross multiple disease states such as pain, fatigue, and disrupted sleep. You
AC
may find that you want to study one of these issues in a defined population such as pediatrics. Or you may be drawn toward investigating health promotion, social determinants of health, or optimizing end of life care. (Rice, 2016). Studying how best to educate nurses (e.g., simulation, curriculum revolution) is also very important, but it is generally more difficult to find sustained external funding for this work. Although nurses in clinical practice often move among a wide variety of patient populations, nurse scientists generally choose depth over breadth of knowledge. Some may
ACCEPTED MANUSCRIPT 5 successfully obtain funding in a new topic area, but more often scientists stay within their identified area of research, pivoting only in response to closely related phenomenon or timesensitive opportunities. Most research is conducted within teams. If the team is interprofessional, that increases opportunities to investigate new or related problems and may offer
T
advantages in terms of leveraging each discipline’s expertise to test hypotheses that address
CR
IP
complex problems in human health.
US
Selecting Schools
Choosing your school and faculty is critical to your long-term success. Begin to narrow
AN
your search by first investigating several PhD programs. The Blue Ridge Institute for Medical Research publishes annual lists of medical and nursing programs ranked by the amount of
M
National Institutes of Health (NIH) dollars garnered (http://www.brimr.org). However, the top
ED
‘ranked’ school, may not be your best match. You can investigate schools with an eye toward identifying faculty whose work is interesting to you (https://www.report.nih.gov/award/index.cfm.)
PT
This is important because students who want to become researchers should plan their doctoral
CE
study to include work with faculty who are actively engaged in externally-funded research. This website also provides insight into funded areas of excellence at selected universities.
AC
A similar website describes mechanisms of funding https://grants.nih.gov/grants/funding/funding_program.htm. For example, a T32 is a training grant that signifies that the institution and faculty have a rich research and training environment often in a specific area of inquiry. Similarly, P20 or P30 awards (center grants) are research grants given to schools demonstrating they have faculty with specialized expertise in a common research problem. ‘R’ awards are granted to the university on behalf of individual investigators, with the largest awards being R01s. Programs that have one or more of these funding
ACCEPTED MANUSCRIPT 6 mechanisms generally have additional training and student financial support opportunities. The Department of Defense, Veterans Administration, other federal agencies and some foundations (e.g., Jonas, Robert Wood Johnson), and professional organizations (e.g., American Association of Critical-Care Nurses, Hospice and Palliative Nursing Association, Sigma Theta
T
Tau) offer either scholarship or research funding, to individuals or to institutions.
IP
In addition to funding, it is important to learn how to assess PhD program curricula. Most
CR
PhD programs offer courses in philosophy of science, theory, qualitative and quantitative methods, and seminars during the dissertation phase. However, programs that optimally launch
US
new graduates into independence will require integrating specialized knowledge in emerging areas of research, technology, and health. The AACN (2010) recommends core curricular
AN
areas for U.S. research-intensive doctoral programs.
M
Evaluating Curricula
ED
Programs of study reflect the School’s and larger University’s mission, priority areas, resources, and faculty expertise. No single PhD program will provide all curricular aspects listed
PT
below, but knowledge of these areas will allow prospective students to better choose between
CE
programs based on the student’s area of interest. Prospective students should examine potential schools’ curricula via websites (programs of study and handbooks) for evidence of the
AC
content displayed in Table 1. (Rice, 2016) Insert Table 1 about here
In addition to coursework, programs will have benchmarks, required examinations or students’ products, such as required types of papers that mark progression. Benchmarks may include publication of manuscripts, qualifying or comprehensive examinations,
ACCEPTED MANUSCRIPT 7 proposals and dissertation defenses. Each school’s PhD student handbook will clearly define required benchmarks. Additional curricular areas that help prepare students to steward the discipline may include scholarly writing, speaking, education/teaching, policy, leadership, and inter-professional collaboration and training. Notably, some programs will
T
offer emerging priority areas of science in cutting-edge content such as those listed in Table
CR
Insert Table 2 about here
IP
2 (Conley et al., 2015; Henly et al., 2015)
US
Asking Key Questions of Faculty
After you have reviewed the curricula at several schools, the next step is to prepare for
AN
e- mail, telephone, and in person visits to those schools and the key persons you have identified. The AACN lists degrees conferred by member schools (American Association of
M
Colleges of Nursing, 2017). Each school has a website with varying amounts of information that
ED
may help narrow your search. However, it is not always clear which PhD prepared faculty members have an active program of research and are currently accepting students. Consider
PT
asking questions similar to the ones below to the following key persons at your target
CE
universities: PhD admissions counselor, Graduate or Research Dean, PhD Program Director, Chair of PhD admissions committee, current students, and alumni. Ask questions only when the
AC
answers are not clear on the website. Questions for admissions counselors may include: 1. When is your admission deadline? 2. How long does it generally take applicants to complete their application? 3. Do you use a computerized platform to receive applications? If so, does that influence my timeline in compiling my application? 4. Does your program require the GRE or other standardized examinations?
ACCEPTED MANUSCRIPT 8 5. Are there any required pre-requisite courses such as graduate-level statistics? 6. If applying to an accelerated bachelors to PhD or BSN to PhD, do I have the appropriate pre-requisite degrees and courses? 7. Is my GPA competitive with your applicant pool? 8. What is the cost of the program? What funding opportunities are available?
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9. Do you accept international students? Do they have specific requirements
10. Do you accept students who are not nurses?
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(residency, nursing licensure, English language proficiency)?
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11. Do you accept students who do not have an earned Master’s degree? Once you are certain that you meet the minimum admission criteria for your targeted
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school(s), prepare a list of questions for the Graduate or Research Dean.
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Potential questions for this person may include:
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1. Are there identified, signature science areas of the faculty? 2. Does your institution currently have grants such as T32s, P20 or P30 awards or a
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Clinical and Translational Science Award (CTSA)? If not, how can I identify faculty who
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are currently collaborating within the school or with other researchers on campus? 3. How do you anticipate that faculty expertise and availability will evolve over the next 5
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years?
4. How do you anticipate that federal research priorities will evolve over the next 5 years? 5. Do you have any broad career advice for me to become an independent scientist with sustained extramural funding?
Questions for the PhD Program Director may include:
ACCEPTED MANUSCRIPT 9 1. How many students are admitted to each cohort annually? How many students are currently in the program? 2. Historically, how many students complete the program in 3 years? In 4 years? in 5+ years? Or do not complete? 3. What percentage of your students attend full-time?
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4. Are there research/teaching assistant opportunities for students (for pay or tuition
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reduction) in your program?
5. How is the program delivered? 100% face-to-face, on-line asynchronously, a hybrid
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combination with some students face-to-face and others connecting synchronously from a distance? or some part on-line and some in person at a specified site? Are classes
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“executive style” meaning that they meet 2-3 long days every few weeks? If the program has distance options, does my current state qualify to participate in your program? Do
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you anticipate the program delivery to change in the next 2-3 years?
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6. Do you have an option for students to develop published manuscripts for a dissertation rather than a traditional bound dissertation? What are the trade-offs in writing
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manuscripts for publication rather than a traditional dissertation (Ahern, 2012)? At what
7.
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point in the program do students need to decide which option is best for them? What is the diversity in your current PhD students (e.g., race/ethnicity, first generation to
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college, rural/underserved, gender, veteran)? Same question for faculty. 8. What kind of jobs do your graduates have?
Questions for the PhD admission’s committee chair may include? 1. What do I need to know to submit a competitive application?
ACCEPTED MANUSCRIPT 10 2. Do you have any faculty who match my area of interest? (be prepared to briefly describe your area) 3. If not easily identified on the website, which faculty accept new doctoral students? 4.
How do I find faculty’s publications, grants, or other key information on the school’s website?
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5. What opportunities exist for taking courses outside the school of nursing or in an inter-
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professional scientific setting? Can I work with research faculty outside the School of Nursing?
Will you please introduce me to faculty at your school or other schools who match my
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area of interest?
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Read several recent publications by the faculty you are interested in working with. Be
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prepared to ask them questions about their findings and future directions of their research.
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Questions for potential faculty matches (advisors/chairs) may include: 1. Are you currently accepting new doctoral students?
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2. Do you think we have a research match?
chair?
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3. How many doctoral students and post-doctoral student committees do you currently
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4. Are you part of an inter-professional team of scientists? If so, what are each of your roles? How do you negotiate authorship and dissemination opportunities? 5. Will you tell me about your experiences as a doctoral student and how that has shaped your approach to mentoring? 6. Would you considering giving my contact information to two of your current students or recent graduates so that I could talk to them about their doctoral experience?
ACCEPTED MANUSCRIPT 11 Questions for current doctoral students and alumni may include? 1. Who is/was your major advisor or dissertation chair? 2. How much access do/did you have to this faculty in terms of time and available data? 3. Do/did you publish or present at major scientific meetings with this faculty? Do/did they
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introduce you to key opinion leaders in the field? How has this faculty promoted your independence as a scientist?
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How have you handled any uncomfortable situations (e.g., changing advisors/chairs,
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changing research topics, differences in opinion between course faculty and
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advisors/chairs, unsuccessful in meeting a benchmark)
6. How has your coursework promoted your independence as a scientist?
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7. How much do/did you work (for pay) during your PhD program?
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8. What recommendations do you have for me regarding this program?
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Conclusion
The Institute of Medicine’s (2010) seminal report recommends doubling the number of
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nurses with doctorates by 2020 (Institute of Nursing, 2010)(Institute of Nursing, 2010). For those
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nurses seeking a research-intensive program, choosing the best curriculum and faculty fit will increase the likelihood of being competitive in the research arena. A sustained, successful
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program of research not only improves human health but is ultimately a personally rewarding career path.
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Table 1 Course content for research-intensive nursing PhD programs Statistics/quantitative design Philosophy of science
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Theory development Qualitative methods
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Related fields cognates
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Research practica Psychometrics
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Scientific integrity/research ethics
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Nursing inquiry
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Table 2: Emerging and priority areas of science
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Omics (genomics, proteomics, metabolomics) and the microbiome Patient or health system outcomes
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Behavioral/behavior change/bio behavioral science/biophysical measurement E-science/ informatics/big data
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Quantitative science/prospective methods/ mathematical/statistical modeling
Translational/ implementation science Health economics/technology/point of care engineering
ACCEPTED MANUSCRIPT 13 References
Ahern, K. (2012). How to create a journal article from a thesis. Nursing Research, 19, 21-25. American Association of Colleges of Nursing. (2017). Quick state search: AACN member
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program directory. Ref Type: Online Source, Accessed 10/30/2017
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http://www.aacnnursing.org/Membership/Member-Program-Directory
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nursing: Pathways to excellence.Washington, DC.
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American Association of Colleges of Nursing. (2010). The research-focused doctoral program in
Bednash, G., Breslin, E. T., Kirschling, J. M., & Rosseter, R. J. (2014). PhD or DNP: Planning
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for doctoral nursing education. Nursing Science Quarterl., 27, 296-301.
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Cleary, M., Hunt, G. E., & Jackson, D. (2011). Demystifying PhDs: A review of doctorate programs designed to fulfil the needs of the next generation of nursing professionals.
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Contemporary Nurse, 39, 273-280.
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Conley, Y. P., Heitkemper, M., McCarthy, D., Anderson, C. M., Corwin, E. J., Daack-Hirsch, S…, Voss, J.. (2015). Educating future nursing scientists: Recommendations for
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integrating omics content in PhD programs. Nursing Outlook, 63, 417-427.
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Donaldson, S. K. (2003). Commentary: The science of human health-domain structure and future vision. Biological Research in.Nursing, 4, 165-169. Golde, C. M. & Walker, G. E. (2006). Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline-Carnegie Essays on the Doctorate. San Fransisco: JosseyBass.
ACCEPTED MANUSCRIPT 14 Henly, S. J., McCarthy, D. O., Wyman, J. F., Stone, P. W., Redeker, N. S., McCarthy, A. M. . . . Conley, Y. P. (2015). Integrating emerging areas of nursing science into PhD programs. Nursing Outlook, 63, 408-416. Institute of Nursing. (2010). The future of nursing: Leading change, advancing, health.
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Washington, D.C.
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Jolley, J. (2007). Choose your doctorate. Journal of Clinical Nursing, 16, 225-233. Loomis, J. A., Willard, B., & Cohen, J. (2006). Difficult professional choices: Deciding between
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the PhD and the DNP in nursing. Online Journal of .Issues in Nursing, 12, 6.
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Rice, D. (2016). The research doctorate in nursing: The PhD. Oncology Nursing Forum, 43,
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146-148.
Robb, W. J. (2005). PhD, DNSc, ND: The ABCs of nursing doctoral degrees. Dimensions of
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Critical Care Nursing, 24, 89-96.
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Smith, L. S. (2015). Choosing a pathway: PhD or DNP? Nursing, 45, 20-24.
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Highlights AACN has web resources resources to assist prospective doctoral students Having a topic match with faculty is key for success in the research-intensive PhD
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Prospective students may pose questions listed in this paper to key persons