1) The document provides advice for doctoral students and new nursing faculty on advancing their research program, drawing on literature and the authors' experiences.
2) It discusses strategies like pursuing individual training awards, obtaining a postdoctoral fellowship, and seeking a faculty position at a research-intensive university.
3) The authors also recommend finding mentors, developing a trajectory of research productivity, and applying for career development awards to support building an independent research program.
Respond to at least two of your colleagues in one or more of t.docxwilfredoa1
Respond
to at least
two
of your colleagues in one or more of the following ways:
Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
Validate an idea with your own experience and additional research.
Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.
POST 1
According to Cleary and Hunt, (2011), recent studies have shown the majority of nursing doctoral candidates are female, clinically experienced, and in their 40s or 50s at the time of starting their PhD. Based on that criteria, this writer fits exactly into that criteria. It is noted that other disciplines tend to start doctoral training much earlier (Cleary & Hunt, 2011). As a practicing nurse of 30 years, most of it as an Associate Degree nurse the recognition of the PhD nurse was seen as a profession in a nursing league of their own. According to Michael and Clochesy, (2016), the PhD in nursing was predominant throughout the 20th century with members of the academic nursing community recognizing the need for the development of knowledge to inform practice and to promote the credibility of the profession. Nursing theorists such as Jean Watson and Patricia Benner were game changers in the industry of theoretical nursing. The ability in achieving higher levels of education and in conducting research are hallmarks of professionalism (Houser, 2018).
This writer has a passion for teaching students and wants to be the best instructor she can be. She chose to go down the path of the PhD in Nursing education to increase skills and knowledge to improve what is delivered to students every day. The PhD is being pursued to separate myself from the growing amount of DNP faculty that she works with daily. Being an alumni with Walden University for the MSN, it was an easy choice to pick Walden University for the terminal degree. Michael and Clochesy, (2016), states the PhD and DNP represent complementary and alternative approaches to the highest level of educational preparation in nursing. PhD programs prepare nurse scientists to conduct original research and to generate knowledge that may be broadly applicable or generalizable using advanced research designs and statistical evaluative methods. Conversely, DNP programs prepare students for advanced specialty practice at a high level of complexity with a concurrent focus on the development of knowledge and skills required for translation of evidence to improve health outcomes and health care delivery (Michael & Clochesy, 2016).
Michael and Clochesy, (2016), also states two of the main reasons for not completing a doctoral program are financial and family stresses. Strategic plans must include financial considerations (e.g., research costs), support systems and a systemic approach to the d.
Running head QUALITATIVE DATA ANALYSIS 1 Q.docxSUBHI7
Running head: QUALITATIVE DATA ANALYSIS 1
Qualitative Data Analysis:
A Phenomenological Approach to Doctoral Persistence
Liberty University
QUALITATIVE DATA ANALYSIS 2
Abstract
This prospectus focuses on doctoral persistence and the lived experience of students in doctoral
programs. The researcher begins by introducing the topic of doctoral persistence. Doctoral
persistence has been a much studied topic, but it was determined that gaps existed in current
research. The researcher states the purpose of this study, its delimitations, and the problem being
researched throughout this paper. The lived experience of doctoral persistence in students
enrolled in a doctoral program was selected as the emphasis. Next, phenomenology was chosen
and defined as the proper research design to complete the study. Researcher roles and validation
strategies were defined in association to naming the research methodology. Then, the researcher
transitions to the data collection methods and explains how emergent themes were derived from
journals of 14 doctoral classmates, letters to prospective doctoral students, and two interviews of
doctoral recipients. Those theme were compared and contrasted to one another, and previous
research, to make interpretations and explain the lived experience of doctoral persistence for
students enrolled in a doctoral program. These interpretation are made to improve and
encourage the doctoral persistence of future doctoral students.
QUALITATIVE DATA ANALYSIS 3
Qualitative Data Analysis
Qualitative research is an immersive process that encourages the researcher to engage and
understand the studied participants. Doctoral degrees are the pinnacle of academia, but doctoral
persistence remains a concerning issue for students and academic institutions. This paper will
emphasize phenomenological research focusing on doctoral persistence.
Introduction
Issues with student retention have spanned decades; however, the majority of studies
have focused primarily on undergraduate students (Falconer & Adragna, 2017). Doctoral
students are lauded for their academic background, and past research suggests the many rewards
of doctoral research; however, many doctoral students struggle with challenges presented by
their doctoral program (Vekkaila, Pyhältö, & Lonka, 2013). Many students are working full-
time and struggling to complete their programs. The topic of doctoral persistence has emerged
as an important issue for those students.
Issues in Doctoral Persistence
Enrollment in doctoral studies has been on the rise over the last two decades;
unfortunately, unsustainable doctoral persistence is preventing many doctoral students from
completing their programs (Litalien & Guay, 2015). Attrition rates at doctoral programs remain
disconcertingly high, ranging from 40 to 70 percent dependent of program emphasis, with many
online programs even ...
Respond to at least two of your colleagues in one or more of t.docxwilfredoa1
Respond
to at least
two
of your colleagues in one or more of the following ways:
Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
Validate an idea with your own experience and additional research.
Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.
POST 1
According to Cleary and Hunt, (2011), recent studies have shown the majority of nursing doctoral candidates are female, clinically experienced, and in their 40s or 50s at the time of starting their PhD. Based on that criteria, this writer fits exactly into that criteria. It is noted that other disciplines tend to start doctoral training much earlier (Cleary & Hunt, 2011). As a practicing nurse of 30 years, most of it as an Associate Degree nurse the recognition of the PhD nurse was seen as a profession in a nursing league of their own. According to Michael and Clochesy, (2016), the PhD in nursing was predominant throughout the 20th century with members of the academic nursing community recognizing the need for the development of knowledge to inform practice and to promote the credibility of the profession. Nursing theorists such as Jean Watson and Patricia Benner were game changers in the industry of theoretical nursing. The ability in achieving higher levels of education and in conducting research are hallmarks of professionalism (Houser, 2018).
This writer has a passion for teaching students and wants to be the best instructor she can be. She chose to go down the path of the PhD in Nursing education to increase skills and knowledge to improve what is delivered to students every day. The PhD is being pursued to separate myself from the growing amount of DNP faculty that she works with daily. Being an alumni with Walden University for the MSN, it was an easy choice to pick Walden University for the terminal degree. Michael and Clochesy, (2016), states the PhD and DNP represent complementary and alternative approaches to the highest level of educational preparation in nursing. PhD programs prepare nurse scientists to conduct original research and to generate knowledge that may be broadly applicable or generalizable using advanced research designs and statistical evaluative methods. Conversely, DNP programs prepare students for advanced specialty practice at a high level of complexity with a concurrent focus on the development of knowledge and skills required for translation of evidence to improve health outcomes and health care delivery (Michael & Clochesy, 2016).
Michael and Clochesy, (2016), also states two of the main reasons for not completing a doctoral program are financial and family stresses. Strategic plans must include financial considerations (e.g., research costs), support systems and a systemic approach to the d.
Running head QUALITATIVE DATA ANALYSIS 1 Q.docxSUBHI7
Running head: QUALITATIVE DATA ANALYSIS 1
Qualitative Data Analysis:
A Phenomenological Approach to Doctoral Persistence
Liberty University
QUALITATIVE DATA ANALYSIS 2
Abstract
This prospectus focuses on doctoral persistence and the lived experience of students in doctoral
programs. The researcher begins by introducing the topic of doctoral persistence. Doctoral
persistence has been a much studied topic, but it was determined that gaps existed in current
research. The researcher states the purpose of this study, its delimitations, and the problem being
researched throughout this paper. The lived experience of doctoral persistence in students
enrolled in a doctoral program was selected as the emphasis. Next, phenomenology was chosen
and defined as the proper research design to complete the study. Researcher roles and validation
strategies were defined in association to naming the research methodology. Then, the researcher
transitions to the data collection methods and explains how emergent themes were derived from
journals of 14 doctoral classmates, letters to prospective doctoral students, and two interviews of
doctoral recipients. Those theme were compared and contrasted to one another, and previous
research, to make interpretations and explain the lived experience of doctoral persistence for
students enrolled in a doctoral program. These interpretation are made to improve and
encourage the doctoral persistence of future doctoral students.
QUALITATIVE DATA ANALYSIS 3
Qualitative Data Analysis
Qualitative research is an immersive process that encourages the researcher to engage and
understand the studied participants. Doctoral degrees are the pinnacle of academia, but doctoral
persistence remains a concerning issue for students and academic institutions. This paper will
emphasize phenomenological research focusing on doctoral persistence.
Introduction
Issues with student retention have spanned decades; however, the majority of studies
have focused primarily on undergraduate students (Falconer & Adragna, 2017). Doctoral
students are lauded for their academic background, and past research suggests the many rewards
of doctoral research; however, many doctoral students struggle with challenges presented by
their doctoral program (Vekkaila, Pyhältö, & Lonka, 2013). Many students are working full-
time and struggling to complete their programs. The topic of doctoral persistence has emerged
as an important issue for those students.
Issues in Doctoral Persistence
Enrollment in doctoral studies has been on the rise over the last two decades;
unfortunately, unsustainable doctoral persistence is preventing many doctoral students from
completing their programs (Litalien & Guay, 2015). Attrition rates at doctoral programs remain
disconcertingly high, ranging from 40 to 70 percent dependent of program emphasis, with many
online programs even ...
Demonstrating Mastery of Evidence-Based PracticeIntroductionTh.docxsimonithomas47935
Demonstrating Mastery of Evidence-Based Practice
Introduction
The American Nurses Association (ANA) has a reading room where nurses and consumers can read a variety of position statements. One position statement discusses the expectation that "at the baccalaureate level, education for research prepares nurses to read research critically and to use existing standards to determine the readiness of research for utilization in clinical practice" (American Nursing Association, 2006, p. 8). Developing a project proposal that requires students to critically appraise research and addresses clinical problems through a well-developed solution is a means by which professional studies students at Grand Canyon University meet this expectation and demonstrate mastery of baccalaureate essential skills.
Completion of the capstone experience is evidence that students are able to more fully participate in research and evidence-based practices through their ability to:
Identify clinical problems requiring investigation
Utilize evidence-based literature to answer clinical questions
Critically analyze and critique qualitative studies
Critically analyze and critique quantitative studies
Critically synthesize the literature to make best practice decisions
Assist novice nurses, peers, and interdisciplinary health care workers to utilize evidence-based literature and synthesize research information
Influence the selection of appropriate methods of data collection
Collect data, evaluate data, disseminate findings, and implement best practices in a wide variety of patient care settings
Diffusion of Innovation
Vital information regarding best practices may be disseminated to a broad community of nurses, but it does not necessarily mean nurses will apply the knowledge. What, therefore, is the next step? One theory to consider is diffusion of innovations, originally proposed by Rogers in 1962 (Rogers, 2003). Rogers (2003) postulates that adopters of any new innovation or idea can be categorized based on a bell curve. The categories are: innovators, early adopters, early majority, late majority, and laggards. Awareness, interest, evaluation, trial, and adoption influences an adopter's willingness and ability to adopt a new innovation.
Each category has characteristics that help managers, educators, and researchers determine if someone is ready to adopt a new innovation. As the predictable pattern suggests, innovation will first be accepted and integrated into practice first by early adopters, then by the majority.
Cochrane Collaboration
The Cochrane Collaboration is a great example of dedicated health professionals committed to researching, synthesizing, and disseminating best evidence for providing best practices to help health care workers guide practice. It is the longest running electronic publication in health care.
Cochrane was instrumental in making it known that health care prac.
Standardized Clinical Placement
Amanda Swenty
MSN-Learner
Walden University
NURS 6600
April 30, 2016
Introduction
Summary of Practicum Project Topic
Project Goals
Project Objectives
Rationale for Goals
Practicum Project Methodology
Practicum Project Findings
Conclusion
I would like to welcome the faculty and course members to this presentation of a topic that I am passionate about as a current faculty member. This project will explain in detail the need for a standardized placement tool for academic settings and hospitals to use.
2
Current difficulty placing students in the clinical setting
Limited sites for faculty led/preceptor led clinical
Disorganized Process of placement of students
Current placement is done individually by each site and it time intensive
Current process shows favoritism
Summary of Practicum Project Topic
As a former student I have felt the pains of placement for students in the clinical setting. As a faculty member I have been exposed to the difficulties that placing students has placed on the colleges and faculty, and the hospitals that host students. The difficulties are in the following areas:
Lack of qualified faculty willing to be flexible in unique clinical times (weekends/nights)
Poor communication between the school/hospital
Time extensive placement for current process ( School sends a request, hospitals wait for requests from all colleges before approving, placement approvals/denial sent back to college). This process can take up to months for a response.
Due to the poor communication sites are limited as managers don’t respond timely so sites go without students on site
The faculty from each college and placement coordinators from each hospital all meet monthly to discuss process. At this meeting it was discovered that one hospital places favoritism to the college associated with them and also the technical college as they have tenure with them. This makes fair placement an issue.
In the Greater Green Bay Healthcare Alliance meeting I presented the proposed topic for approval on April 8, 2016. The above listed issues were discussed and all members agreed to provide data to make placement a standardized process. All faculty and placement coordinators agree to provide all data available to create a useful tool that can be used by all members for student clinical placement.
3
Project Goals
Gather all necessary information to create an effective standardized placement tool
Create a standardized student placement tool
Presentation approved by the Greater Green Bay Health Care Alliance
Successful completion of this course to better prepare me for this advanced degree in nursing
The project goals that I have set for this project are related to the creation of a standardized tool that can be useful for academic setting and healthcare facilities to use to place students in the clinical setting. As listed in the introduction the current process lacks organization, standardiz.
Week 2 The Clinical Question77 unread replies.2525 replies..docxcockekeshia
Week 2: The Clinical Question
77 unread replies.2525 replies.
Your capstone change project begins this week when you identify a practice issue that you believe needs to change. The practice issue must pertain to a systematic review that you must choose from a List of Approved Systematic Reviews (Links to an external site.)Links to an external site. for the capstone project.
· Choose a systematic review from the list of approved reviews based on your interests or your practice situation.
· Formulate a significant clinical question related to the topic of the systematic review that will be the basis for your capstone change project.
· Relate how you developed the question.
· Describe the importance of this question to your clinical practice previously, currently, or in the future.
· Describe what a research-practice gap is.
· Collapse Subdiscussion
Julie White
Julie White
SundayOct 29 at 9:39am
Manage Discussion Entry
Opening Post_Julie
On a daily basis, healthcare providers are faced with an array of clinical decisions to be made in an efficient and timely manner. Translating evidence into best practices is one way to achieve this. Without current best evidence, practice is rapidly outdated, often to the detriment of the patient. Evidence based practice is the conscientious use of current best practice in making decisions about patient care (Sackett, Richardson, Rosenberg, & Hayes, 2000). It is important for health care professionals to ask questions about their current clinical practice. In this week’s threaded discussion you will ask that burning question that you ask in your daily care of your patients.
You’ll need to focus on asking the right questions, narrowing the questions to one that is nurse driven and the need for change is evident. The question that you formulate will be the question for your Capstone Project.
The process of reviewing scholarly articles for a change in practice is an important part of the development of any type of research project that can lead to a change in practice. As you are appraising the systematic review and other scholarly articles for your change project, think about areas of the article such as sample size, the population, type of study, discussion and limitations. Critiquing a research article will allow you to evaluate the scientific merit of the study and decide how the results may be useful in practice.
ReplyReply to Comment
·
Collapse Subdiscussion
Adele Allen
Adele Allen
SundayOct 29 at 12:58pm
Manage Discussion Entry
Hello Professor and Classmates,
Nurses are called to rely on current research to guide evidence-based practice. The research on a topic can be vast and contradictory. Traditional reviews of the evidence are no longer appropriate. The information sifting called for with the wealth of information available is too great a task. The reviewer needs guidelines to ensure bias is minimized and th.
1 Running Head: ARTICLE CRITIQUE
Article Critique – Task Stream Assignment
EDF 5481
Florida International University
ARTICLE CRITIQUE 2
Article Critique – Task Stream Assignment
Introduction Summary
The article I critiqued is called “Interactions Among Online Learners: A Quantitative
Interdisciplinary Study” by Pawan Jain, Sachin Jain, and Smita Jain, 2011. The study focuses on
the amount of interaction students have with each other and with their professors to identify if
interaction levels differ among disciplines.
Research Problem
The major research problem identified in the study is that there is not enough research
concerning the matter of online interaction. The majority of the completed research is very
discipline specific and cannot be generalized. The author’s justification for conducting the study
was to remedy the lack of prior research on this increasingly important topic. The purpose is “to
fill the gap and try to understand the relationship between the interaction and differences in
discipline;” however, the authors also noted that this was “one” of the purposes of the study and
failed to mention any other purpose.
While the authors did not specifically discuss their decision to utilize a quantitative
approach in this study, it was clearly justified by their need to examine the relationship between
discipline and study interaction. The theoretical basis that is used as the basis for this study is
that increased interaction within an online course will ultimately lead to a better designed course
and better outcomes for students grades. Further, the authors attest that much of the literature is
inadequate for their study due to the specificity of the studies, disallowing them to be universally
applied.
ARTICLE CRITIQUE 3
The research question is “do the differences in the discipline area impact the overall
interaction among learners as defined by the number of learner-learner interactions?” The
hypothesis that was tested is “there is no significant relationship between the number of learner-
learner interactions and discipline area.” The only noted relationship that could be inferred
between the theory and the research question/hypotheses is that there are not any studies that
have been conducted that measure said information in a way that can be used for their purposes.
They note the importance of learner-learner interaction as a major pedagogical design; however,
they continued to note the lack of available research.
METHODS SUMMARY
Measurement
The primary concepts/variables in this study were the observations of the amount of
discussion posts by students in 39 different courses across 4 disciplines (College of Education,
College of Business, College of Arts and Sciences and the College of Health Sciences). The
identified independent variable was the 4 categories of discipline; the dependent variable ...
CRIS LUTHER's RESEARCH METHODOLOGIES COMPILATIONcrisluther
RESEARCH METHODOLOGIES
by Cris Luther, B.S.N.,R.N.
This material is a compilation of various information on generally acceptable knowledge, concepts, principles, theories and practices in RESEARCH. It adapts contents from various publicly acknowledged publications, authors, theorists, authorities and practitioners whose works are commonly utilized in the academe and practice, and are frequently-tested competencies locally and abroad.
The works of these authors, theorists, authorities and practitioners are indispensable in learning research methodologies as they are indispensable in the completeness of this compilation.
Care has been taken to confirm accuracy of the information presented and describes generally accepted practices. However the student who prepared this material is not responsible for errors or omissions or for any consequences from application of the information in this compilation.
The primary goal of the student is to familiarize concepts in the subject RESEARCH METHODOLOGIES based on the COURSE OUTLINE provided by his Graduate School Professor DR. HELEN B. AGGABAO. It is not intended for commercial publication and resources were acquired legally.
It is his great pleasure that this compilation be reproduced for reference of other students aiming to thoroughly understand RESEARCH METHODOLOGIES.
University: Home | Calendar | Maps
Site
University
Star Model Research
The Star Model provides a focal point for evidence-based practice activities, including education and interdisciplinary research projects. Projects and investigations are concentrated on two objectives: (a) basic and professional level workforce development for EBP; and (b) the study of the processes and outcomes within evidence-based quality improvement. We study evidence synthesis, translation of evidence into practice, and healthcare provider and organizational change. A short description of representative projects and research follows. Current Research TopicsList of TopicsStar Model Translational Research
This ongoing program expands and tests a model for understanding evidence-based practice. The study of EBP is essentially the study of transforming knowledge produced through primary studies and moving it through adoption into clinical decision-making.
Using the Star Model as a framework, our program of translational research investigates phenomena associated with EBP, including summarizing evidence, clinical guideline development and uptake, organizational culture, and outcome measures. The initial project in this timely program of research was Evaluation of Systematic Reviews Published in Nursing Literature: A Replication, that pointed to the need for more rigorous systematic reviews in nursing. Subsequent projects investigate factors associated with uptake of clinical practice guidelines, innovation, and system culture change.
Top of TopicsStar Model of Knowledge Transformation
Developed in 2004, the Star Model is configured as a simple 5-point star; and it explains how knowledge is transformed at five major stages, starting from primary research, and continuing through the stages of evidence summary, translation, integration, and evaluation. This model places nursing’s previous scientific work within the context of EBP and is proving useful for examining the EBP process, roles in EBP, and research methods with which to investigate EBP.
Adopted by scores of hospitals across the nation as part of their journey to excellence, the Star Model forms a foundation for developing workforce competencies, organizing projects, and employing EBP in clinical settings. Influenced by Imogene King, we continue to evolve the Star Model as a theory, combining concepts of knowledge transformation with elements of communication, mutual goal setting, and systems theory.
Top of TopicsImprovement Science Research Network
While quality improvement activities are highly encouraged in acute care settings, hospitals and improvement scientists are not well connected. Th.
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Demonstrating Mastery of Evidence-Based PracticeIntroductionTh.docxsimonithomas47935
Demonstrating Mastery of Evidence-Based Practice
Introduction
The American Nurses Association (ANA) has a reading room where nurses and consumers can read a variety of position statements. One position statement discusses the expectation that "at the baccalaureate level, education for research prepares nurses to read research critically and to use existing standards to determine the readiness of research for utilization in clinical practice" (American Nursing Association, 2006, p. 8). Developing a project proposal that requires students to critically appraise research and addresses clinical problems through a well-developed solution is a means by which professional studies students at Grand Canyon University meet this expectation and demonstrate mastery of baccalaureate essential skills.
Completion of the capstone experience is evidence that students are able to more fully participate in research and evidence-based practices through their ability to:
Identify clinical problems requiring investigation
Utilize evidence-based literature to answer clinical questions
Critically analyze and critique qualitative studies
Critically analyze and critique quantitative studies
Critically synthesize the literature to make best practice decisions
Assist novice nurses, peers, and interdisciplinary health care workers to utilize evidence-based literature and synthesize research information
Influence the selection of appropriate methods of data collection
Collect data, evaluate data, disseminate findings, and implement best practices in a wide variety of patient care settings
Diffusion of Innovation
Vital information regarding best practices may be disseminated to a broad community of nurses, but it does not necessarily mean nurses will apply the knowledge. What, therefore, is the next step? One theory to consider is diffusion of innovations, originally proposed by Rogers in 1962 (Rogers, 2003). Rogers (2003) postulates that adopters of any new innovation or idea can be categorized based on a bell curve. The categories are: innovators, early adopters, early majority, late majority, and laggards. Awareness, interest, evaluation, trial, and adoption influences an adopter's willingness and ability to adopt a new innovation.
Each category has characteristics that help managers, educators, and researchers determine if someone is ready to adopt a new innovation. As the predictable pattern suggests, innovation will first be accepted and integrated into practice first by early adopters, then by the majority.
Cochrane Collaboration
The Cochrane Collaboration is a great example of dedicated health professionals committed to researching, synthesizing, and disseminating best evidence for providing best practices to help health care workers guide practice. It is the longest running electronic publication in health care.
Cochrane was instrumental in making it known that health care prac.
Standardized Clinical Placement
Amanda Swenty
MSN-Learner
Walden University
NURS 6600
April 30, 2016
Introduction
Summary of Practicum Project Topic
Project Goals
Project Objectives
Rationale for Goals
Practicum Project Methodology
Practicum Project Findings
Conclusion
I would like to welcome the faculty and course members to this presentation of a topic that I am passionate about as a current faculty member. This project will explain in detail the need for a standardized placement tool for academic settings and hospitals to use.
2
Current difficulty placing students in the clinical setting
Limited sites for faculty led/preceptor led clinical
Disorganized Process of placement of students
Current placement is done individually by each site and it time intensive
Current process shows favoritism
Summary of Practicum Project Topic
As a former student I have felt the pains of placement for students in the clinical setting. As a faculty member I have been exposed to the difficulties that placing students has placed on the colleges and faculty, and the hospitals that host students. The difficulties are in the following areas:
Lack of qualified faculty willing to be flexible in unique clinical times (weekends/nights)
Poor communication between the school/hospital
Time extensive placement for current process ( School sends a request, hospitals wait for requests from all colleges before approving, placement approvals/denial sent back to college). This process can take up to months for a response.
Due to the poor communication sites are limited as managers don’t respond timely so sites go without students on site
The faculty from each college and placement coordinators from each hospital all meet monthly to discuss process. At this meeting it was discovered that one hospital places favoritism to the college associated with them and also the technical college as they have tenure with them. This makes fair placement an issue.
In the Greater Green Bay Healthcare Alliance meeting I presented the proposed topic for approval on April 8, 2016. The above listed issues were discussed and all members agreed to provide data to make placement a standardized process. All faculty and placement coordinators agree to provide all data available to create a useful tool that can be used by all members for student clinical placement.
3
Project Goals
Gather all necessary information to create an effective standardized placement tool
Create a standardized student placement tool
Presentation approved by the Greater Green Bay Health Care Alliance
Successful completion of this course to better prepare me for this advanced degree in nursing
The project goals that I have set for this project are related to the creation of a standardized tool that can be useful for academic setting and healthcare facilities to use to place students in the clinical setting. As listed in the introduction the current process lacks organization, standardiz.
Week 2 The Clinical Question77 unread replies.2525 replies..docxcockekeshia
Week 2: The Clinical Question
77 unread replies.2525 replies.
Your capstone change project begins this week when you identify a practice issue that you believe needs to change. The practice issue must pertain to a systematic review that you must choose from a List of Approved Systematic Reviews (Links to an external site.)Links to an external site. for the capstone project.
· Choose a systematic review from the list of approved reviews based on your interests or your practice situation.
· Formulate a significant clinical question related to the topic of the systematic review that will be the basis for your capstone change project.
· Relate how you developed the question.
· Describe the importance of this question to your clinical practice previously, currently, or in the future.
· Describe what a research-practice gap is.
· Collapse Subdiscussion
Julie White
Julie White
SundayOct 29 at 9:39am
Manage Discussion Entry
Opening Post_Julie
On a daily basis, healthcare providers are faced with an array of clinical decisions to be made in an efficient and timely manner. Translating evidence into best practices is one way to achieve this. Without current best evidence, practice is rapidly outdated, often to the detriment of the patient. Evidence based practice is the conscientious use of current best practice in making decisions about patient care (Sackett, Richardson, Rosenberg, & Hayes, 2000). It is important for health care professionals to ask questions about their current clinical practice. In this week’s threaded discussion you will ask that burning question that you ask in your daily care of your patients.
You’ll need to focus on asking the right questions, narrowing the questions to one that is nurse driven and the need for change is evident. The question that you formulate will be the question for your Capstone Project.
The process of reviewing scholarly articles for a change in practice is an important part of the development of any type of research project that can lead to a change in practice. As you are appraising the systematic review and other scholarly articles for your change project, think about areas of the article such as sample size, the population, type of study, discussion and limitations. Critiquing a research article will allow you to evaluate the scientific merit of the study and decide how the results may be useful in practice.
ReplyReply to Comment
·
Collapse Subdiscussion
Adele Allen
Adele Allen
SundayOct 29 at 12:58pm
Manage Discussion Entry
Hello Professor and Classmates,
Nurses are called to rely on current research to guide evidence-based practice. The research on a topic can be vast and contradictory. Traditional reviews of the evidence are no longer appropriate. The information sifting called for with the wealth of information available is too great a task. The reviewer needs guidelines to ensure bias is minimized and th.
1 Running Head: ARTICLE CRITIQUE
Article Critique – Task Stream Assignment
EDF 5481
Florida International University
ARTICLE CRITIQUE 2
Article Critique – Task Stream Assignment
Introduction Summary
The article I critiqued is called “Interactions Among Online Learners: A Quantitative
Interdisciplinary Study” by Pawan Jain, Sachin Jain, and Smita Jain, 2011. The study focuses on
the amount of interaction students have with each other and with their professors to identify if
interaction levels differ among disciplines.
Research Problem
The major research problem identified in the study is that there is not enough research
concerning the matter of online interaction. The majority of the completed research is very
discipline specific and cannot be generalized. The author’s justification for conducting the study
was to remedy the lack of prior research on this increasingly important topic. The purpose is “to
fill the gap and try to understand the relationship between the interaction and differences in
discipline;” however, the authors also noted that this was “one” of the purposes of the study and
failed to mention any other purpose.
While the authors did not specifically discuss their decision to utilize a quantitative
approach in this study, it was clearly justified by their need to examine the relationship between
discipline and study interaction. The theoretical basis that is used as the basis for this study is
that increased interaction within an online course will ultimately lead to a better designed course
and better outcomes for students grades. Further, the authors attest that much of the literature is
inadequate for their study due to the specificity of the studies, disallowing them to be universally
applied.
ARTICLE CRITIQUE 3
The research question is “do the differences in the discipline area impact the overall
interaction among learners as defined by the number of learner-learner interactions?” The
hypothesis that was tested is “there is no significant relationship between the number of learner-
learner interactions and discipline area.” The only noted relationship that could be inferred
between the theory and the research question/hypotheses is that there are not any studies that
have been conducted that measure said information in a way that can be used for their purposes.
They note the importance of learner-learner interaction as a major pedagogical design; however,
they continued to note the lack of available research.
METHODS SUMMARY
Measurement
The primary concepts/variables in this study were the observations of the amount of
discussion posts by students in 39 different courses across 4 disciplines (College of Education,
College of Business, College of Arts and Sciences and the College of Health Sciences). The
identified independent variable was the 4 categories of discipline; the dependent variable ...
CRIS LUTHER's RESEARCH METHODOLOGIES COMPILATIONcrisluther
RESEARCH METHODOLOGIES
by Cris Luther, B.S.N.,R.N.
This material is a compilation of various information on generally acceptable knowledge, concepts, principles, theories and practices in RESEARCH. It adapts contents from various publicly acknowledged publications, authors, theorists, authorities and practitioners whose works are commonly utilized in the academe and practice, and are frequently-tested competencies locally and abroad.
The works of these authors, theorists, authorities and practitioners are indispensable in learning research methodologies as they are indispensable in the completeness of this compilation.
Care has been taken to confirm accuracy of the information presented and describes generally accepted practices. However the student who prepared this material is not responsible for errors or omissions or for any consequences from application of the information in this compilation.
The primary goal of the student is to familiarize concepts in the subject RESEARCH METHODOLOGIES based on the COURSE OUTLINE provided by his Graduate School Professor DR. HELEN B. AGGABAO. It is not intended for commercial publication and resources were acquired legally.
It is his great pleasure that this compilation be reproduced for reference of other students aiming to thoroughly understand RESEARCH METHODOLOGIES.
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Star Model Research
The Star Model provides a focal point for evidence-based practice activities, including education and interdisciplinary research projects. Projects and investigations are concentrated on two objectives: (a) basic and professional level workforce development for EBP; and (b) the study of the processes and outcomes within evidence-based quality improvement. We study evidence synthesis, translation of evidence into practice, and healthcare provider and organizational change. A short description of representative projects and research follows. Current Research TopicsList of TopicsStar Model Translational Research
This ongoing program expands and tests a model for understanding evidence-based practice. The study of EBP is essentially the study of transforming knowledge produced through primary studies and moving it through adoption into clinical decision-making.
Using the Star Model as a framework, our program of translational research investigates phenomena associated with EBP, including summarizing evidence, clinical guideline development and uptake, organizational culture, and outcome measures. The initial project in this timely program of research was Evaluation of Systematic Reviews Published in Nursing Literature: A Replication, that pointed to the need for more rigorous systematic reviews in nursing. Subsequent projects investigate factors associated with uptake of clinical practice guidelines, innovation, and system culture change.
Top of TopicsStar Model of Knowledge Transformation
Developed in 2004, the Star Model is configured as a simple 5-point star; and it explains how knowledge is transformed at five major stages, starting from primary research, and continuing through the stages of evidence summary, translation, integration, and evaluation. This model places nursing’s previous scientific work within the context of EBP and is proving useful for examining the EBP process, roles in EBP, and research methods with which to investigate EBP.
Adopted by scores of hospitals across the nation as part of their journey to excellence, the Star Model forms a foundation for developing workforce competencies, organizing projects, and employing EBP in clinical settings. Influenced by Imogene King, we continue to evolve the Star Model as a theory, combining concepts of knowledge transformation with elements of communication, mutual goal setting, and systems theory.
Top of TopicsImprovement Science Research Network
While quality improvement activities are highly encouraged in acute care settings, hospitals and improvement scientists are not well connected. Th.
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Advancing A Program Of Research Within A Nursing Faculty Role
1. Advancing a Program of Research within a Nursing Faculty Role
Marie T. Nolan, PhD, RN [Associate Professor; Director, PhD Program],
School of Nursing, Johns Hopkins University, Berman Institute of Bioethics, Johns Hopkins
University
Jennifer Wenzel, PhD, RN [Assistant Professor],
School of Nursing, Johns Hopkins University
Hae-Ra. Han, PhD, RN [Assistant Professor],
School of Nursing, Johns Hopkins University
Jerilyn K. Allen, RN, ScD, FAAN [M. Adelaide Nutting Professor; Associate Dean for
Research],
School of Nursing, Johns Hopkins University
Kathryn A. Paez, RN, MSN, MBA [Doctoral Candidate], and
School of Nursing, Johns Hopkins University
Victoria Mock, PhD, FAAN [Professor and Chair; Director of Nursing Research]
Department of Health Systems & Outcomes, School of Nursing, Johns Hopkins University, Kimmel
Comprehensive Cancer Center at Johns Hopkins
Abstract
Doctoral students and new faculty members often seek advice from more senior faculty on how to
advance their program of research. Students may ask whether they should choose the manuscript
option for their dissertation or whether they should seek a postdoctoral fellowship. New faculty
members wonder whether they should pursue a career development (K) award and whether they need
a mentor as they strive to advance their research while carrying out teaching, service, and practice
responsibilities. In this paper, we describe literature on the impact of selected aspects of pre and
postdoctoral training and faculty strategies on scholarly productivity in the faculty role. We also
combine our experiences at a school of nursing within a research-intensive university to suggest
strategies for success. Noting the scarcity of research that evaluates the effect of these strategies we
are actively engaged in collecting data on their relationship to the scholarly productivity of students
and faculty members within our own institution.
Keywords
nursing; doctoral; students; research; faculty
When It comes to advising doctoral students and new faculty members on advancing their
program of research, the published evidence on which to ground this advice is admittedly weak.
In a systematic review of literature on the promotion of faculty research productivity, Segrott,
Corresponding Author: Marie T. Nolan, PhD, RN, Associate Professor, School of Nursing, Johns Hopkins University, 525 North Wolfe
Street, Room 435, Baltimore, MD 21205, (410) 614-1684, mnolan@son.jhmi.edu.
Publisher's Disclaimer: 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 citable 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.
NIH Public Access
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J Prof Nurs. 2008 ; 24(6): 364–370. doi:10.1016/j.profnurs.2007.10.014.
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2. McIvor and Green (2005) found limited research. Descriptive studies of strategies such as
having a mentor revealed satisfaction, but few were designed with comparison groups to
explore the impact of having a mentor on scholarly productivity (Byrne and Keefe, 2002). In
this paper, we report literature that describes some of the more common strategies for advancing
one's research career in the faculty role. We also combine our experiences as researchers in a
school of nursing within a research-intensive university to offer additional advice in this regard.
This article is an attempt to challenge doctoral students and new faculty members to think more
intensively and creatively about their career in nursing research and to challenge faculty
members and administrators to more aggressively promote and support the research
scholarship. Recognizing the limitations of the current literature and of our own perspectives,
we are currently measuring the impact of some of these strategies on the scholarly productivity
of our own doctoral program graduates and faculty members.
Research within Academic Nursing
The American Association of Colleges of Nursing (AACN) has identified four aspects of
scholarship important in academic nursing: discovery, teaching, applications in clinical
practice, and integration of ideas from nursing and other disciplines (AACN, 1999a). While
the emphasis on each aspect will vary among universities, these categories of scholarship are
common across academic nursing. Faculty members often find themselves engaged in research
in more than one of these areas. Promoting scholarship of research is essential to maximize
nursing knowledge development, to incorporate research into our educational programs, and
to translate research findings into nursing practice. In 2002, the National Institutes of Health
(NIH) began the "NIH Roadmap ", a series of initiatives that identified gaps in biomedical
research that required the expertise of more than one discipline (National Institute of Health
& Office of Portfolio Analysis and Strategic Initiatives, 2007). Significant NIH funding has
been dedicated to championing a new approach to research in the health sciences that takes an
interdisciplinary team approach. Learning to lead and be a member of interdisciplinary teams
engaged in research is one of the most critical areas of development for a new nurse scientist.
Many strategies that we recommend deal with goal setting, time management, and
collaborating with other scholars; these strategies can be applied across the four aspects of
scholarship identified by AACN.
Doctoral and Postdoctoral Education
A limited number of studies have linked doctoral program characteristics with the research
productivity of graduates. A cross-discipline sample of 1,104 tenure track faculty found that
faculty who had research assistantships while in graduate school produced more publications
and were awarded more research dollars than their counterparts (Porter & Umbach, 2000).
Heavy course workload negatively impacted research productivity but did not outweigh the
positive effect of a predoctoral research training experience. In nursing, among predoctoral
trainees funded by the National Institute of Nursing Research during 2001 – 2003, those with
individual training awards were more likely to subsequently secure research (R) or career
development (K) awards than predoctoral trainees with institutional training awards only
(National Research Council, 2005).
In a single institutional report, a summer-only doctorate program was discontinued because of
evidence indicating a lack of research opportunities and sustained mentorship experiences, and
less than desired socialization into the scholarly role (Sakalys, Stember, & Magilvy, 2001).
Research productivity of summer-only graduates was 10 percent lower than that of graduates
attending during the academic year. Factors such as the diverse characteristics of students
(ability, motivation and background) and nursing doctoral programs (process and structural)
coupled with study design limitations (need for control groups, longitudinal studies and multi-
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3. institutional studies) create challenges in developing studies leading to causal inferences
(Sakalys et al., 2001).
The Manuscript Option versus Traditional Dissertation Format
We found only one article describing the manuscript option for doctoral students in schools of
nursing. Sources, including School of Nursing websites (see Appendix A) and an unpublished
dissertation (De Jong, Moser, & Hall, 2005), indicate that at least 10 schools are now offering
the manuscript option to their students. This option, which takes the place of the traditional
five-chapter format of the dissertation work, as described by De Jong et al. (2005) and the
websites that were reviewed, requires that the student write two or more manuscripts based on
the dissertation work in combination with some aspects of the traditional dissertation format.
Criteria for completing the dissertation may be acceptance of the manuscripts for publication
or that they are judged as worthy for publication by the dissertation committee.
The main advantage of the manuscript option is that it allows for a more efficient use of the
student's time by having the student organize his/her dissertation report from the outset as a
series of manuscripts. Also, because the manuscripts are completed while the student is still
enrolled, it is likely that the student will still have access to the assistance of his/her advisor in
developing the manuscripts. The final advantage is that the manuscripts are developed before
the student has graduated and taken on the responsibilities of a new position. Many new faculty
members find it challenging to publish a paper from their dissertation once they are absorbed
in learning how to teach several new courses, participating on committees, and engaging in
consultation or other practice-related activities. These faculty may also be engaged in pursuing
research funding, and publication of dissertation findings is a very important step in this
process.
Students who select the traditional dissertation format should write at least one paper based on
their dissertation findings as soon as possible after graduating; ideally, before taking on the
responsibilities of a new position. If this is impossible, the student should try to set aside time
each week to work on a paper or papers from the dissertation work. The assistance of the
student's former dissertation advisor may be obtained via e-mail and phone if the student desires
and the advisor is agreeable. But it is advisable to have as many details addressed before the
student is geographically separated from the advisor and both individuals become absorbed in
the many activities that can easily engulf faculty.
Postdoctoral Fellowships
Many Schools of Nursing, Medicine, and Public Health at research-intensive universities have
federally-funded institutional postdoctoral fellowships that train nurse scientists and those from
other disciplines in specific areas of research. Individual postdoctoral awards not tied to a
specific institution are also available through the National Institutes of Health (NIH). These
fellowships provide new scientists with time and developmental experiences to increase their
research expertise before taking on the responsibilities of the nurse faculty role. Fellowships
may include additional coursework or the opportunity to participate as a member of one or
more research teams. This is also a time when the individual can focus on publishing data-
based manuscripts, networking with other scholars in the field, and preparing an NIH-funded
career development award (K Award) or an investigator-initiated research award application
(R series).
Similar to the findings of predoctoral trainees funded by the National Institute of Nursing
Research during 2001 – 2003, during this same time period, postdoctoral fellows with
individual awards were more likely to subsequently secure research (R) or career development
(K) awards than postdoctoral fellows with institutional awards only (National Research
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4. Council, 2005). While most federally-funded fellowships are intended for and limited to U.S.
citizens/permanent residents, those who are not eligible for these fellowships (e.g.,
international students) may consider applying for foundation grants or grant awards through
professional societies to support their training.
Seeking and Securing a New Faculty Position
Tenure-track appointments in nursing are rarely solely teaching or research. Although a faculty
member may select one or the other for greater concentration, each faculty member is expected
to identify research topics and lead interdisciplinary teams in obtaining funding and conducting
research, while simultaneously supporting the school's mission to educate students in the
nursing profession. Hence, it is essential to select the best possible research environment for a
faculty appointment and to use all available resources to manage the continually competing
priorities once in this role.
Evaluation of the Trajectory of a Program of Research
When evaluating a new faculty applicant or recently hired faculty member for rank,
appointment and promotions committees in schools of nursing examine the trajectory of the
individual's program of research. This refers to the pace of research productivity over several
years. There are certain milestones that are commonly examined in new doctoral graduates
applying for research faculty positions such as whether an individual published findings from
his/her dissertation, has had a postdoctoral fellowship (with a certain degree of proven scholarly
productivity), and has a plan for the advancement of his/her program of research. Some schools
have shown a preference for hiring junior faculty who have completed postdoctoral fellowships
(Con, Porter, McDaniel, Rantz & Maas, 2005). An individual who completed a postdoctoral
fellowship would be expected to be further along in their research trajectory than one coming
directly into academia following doctoral studies. Co-authored publications during doctoral
study, one or more publications based on the dissertation work, completion of a postdoctoral
fellowship with additional publications, and success in obtaining small grants would be
considered a positive trajectory of research in a new faculty applicant.
Environments that Promote the Responsible Conduct of Research
When interviewing for academic positions, it is important for the newly graduated doctoral
student to inquire about environmental factors related to the responsible conduct of research.
A 2004 report of the Office of Research Integrity (ORI)(Office of Research Integrity, 2004)
revealed that the two most common types of research misconduct reported were fabrication of
data and falsification of data. Fabrication involves making up data; falsification involves
changing existing data. An article in the journal Nature suggested that inadequate mentorship
of new scientists and perceived high levels of stress related to pressures to maintain a high
level of scholarly productivity were common reasons for these types of scientific misconduct
(Breeding Cheats, 2007). When interviewing for faculty positions, new scholars should ask
about the type of research and teaching mentorship provided to new faculty members and about
faculty workload including teaching and committee responsibilities. Research-intensive
universities usually provide education on the responsible conduct of research and close
mentorship of new scientists in this area. Barriers to research productivity and strategies
adopted by academic settings to overcome these barriers are summarized by Conn et al. (2005)
Career Development Training Awards (K-Awards)
As they interview for faculty positions, students should ask about the extent to which a school
supports NIH-funded career development (K) awards among faculty members. These awards
are designed to support the further development of new nurse scientists or a seasoned researcher
who is changing research focus. If the applicant is not presently in a faculty role, an offer of a
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5. faculty appointment is required. The Dean must confirm that the award recipient will be given
a limited teaching assignment so that 75% of the recipient's time may be spent on research or
related scholarly activities. These awards provide support for up to three years, and the
applicant’s school must be committed to this training. While most K-awards available for
researchers in their early career provide support for mentored training only, the NIH Pathway
to Independence (PI) Award (K99/R00) is unique in that it also supports professional effort
and research for clinician researchers following the mentored phase (National Institute of
Health, 2007). The PI award provides the same level of support (75%) for the recipient’s time.
Finding a Good Mentor(s)
A systematic review of the literature on research mentoring in nursing was reported by Byrne
and Keefe (2002). There were many models of mentoring described in the literature and the
model selected was influenced by the presence of research mentors available within an
institution. For example, Mundt (2001) reported that at a school of nursing lacking in research
mentors, securing external nursing research mentors led to satisfaction among the mentees. In
another study, new faculty members in the same institution reported being more productive
when working with others (Jacelon, Zucker Staccarini, & Henneman, 2003)
A good mentor can assist the mentee in multiple ways such as providing advice on a program
of scholarly development, offering opportunities for this development, and engaging other
scholars in mentoring and collaborative activities. Many new scholars have more than one
mentor in order to foster growth in different areas. In all cases, it is important for both the
mentee and their set of mentors to have a clear understanding of the roles and responsibilities
of each in advancing the mentee's career. Because senior scholars who are the ideal mentors
are generally extremely busy individuals, having an agenda and being prepared to discuss
specific goals and progress towards these goals when meeting can make for a more productive
use of time. Having a research mentor, either formal or informal, with less seniority than the
senior mentor can also be helpful as this type of individual may be closer to the mentee’s level
and can offer pragmatic suggestions for career development and advancement as well as
important insight into the academic environment. Involving multiple mentors and
interdisciplinary mentorship can help to broaden perspectives.
Building a Mentoring Team of Peers
New scholars can form a team of individuals with a common interest, such as developing a
postdoctoral or K Award application. By working together, group members can critique each
other's work and hold each other accountable for moving forward toward a common goal. If
more advanced expertise is needed than the group possesses, it is possible to invite more senior
faculty members or other consultants on an ad hoc basis to provide guidance on topics such as
certain type of research methodology or statistical analysis
Turning Presentations into Publications or Other Career-Enhancing Opportunities
It is a common error of doctoral students and new faculty members to give several scholarly
presentations at professional conferences throughout the year but not go on to develop these
presentations into publications. Presentations at international and national conferences make
a contribution to the profession and allow for networking with other scholars, but their value
in terms of promotion and tenure is less than that of peer-reviewed publications. Publications
are peer reviewed and will reach a wider audience. Therefore, making a planned effort to
transform presentations into peer-reviewed publications is not only a way to make presentations
a more effective and fruitful scholarly activity, but also a better approach to the dissemination
of research findings.
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6. Doctoral students or new faculty members can accelerate becoming part of the community of
scholars in their area of expertise by contacting senior scholars who will be attending the same
research conferences and asking if they have time to meet during the conference. Establishing
such relationships can lead to helpful consultations and collaborative research in the future.
Conferences are also the ideal time to maintain existing professional relationships by planning
to meet to discuss any ongoing projects in person. These meetings can provide fertile ground
for generating research and funding ideas. Recording new ideas developed at each conference
in a folder and documenting mutually-established project timelines with potential collaborators
is one way to keep these new ideas from slipping away.
Writing Journal Articles Instead of Book Chapters
Doctoral students or new faculty members are often invited to publish a chapter in an edited
book. The opportunity to author a chapter in a book that has the potential to make a significant
impact on the profession is worth the time and effort. However, writing book chapters should
not replace data-based and theoretical contributions to peer-reviewed journals. Peer-reviewed
publications demonstrate that the researcher has made a significant contribution that will
advance knowledge as judged by other scientists in the field. Books are generally not peer-
reviewed. Because chapters are of longer length and have a greater time between submission
and press than journal manuscripts, they take longer to write and often no longer present cutting
edge information by the time the book is published. The time required to write a lengthy chapter
is particularly important to consider as there is an opportunity cost for time invested in such a
project. Two or three journal manuscripts may be produced in the time that it takes to write a
book chapter. If a new scholar is uncertain about how to evaluate such choices, this is a topic
worthy of discussion with a mentor.
Mining Scholarly Opportunities through the Use of Existing Study Findings
A great deal of work goes into the design and conduct of a study. By collaborating with
investigators of similar studies, it is possible to find additional uses for study data beyond the
original purpose of the study. For example, if other investigators have used a similar instrument
in different populations, aggregating the data collected from multiple studies could be used to
develop a manuscript on the reliability and validity of the instrument across populations.
Maintaining Resilience and Persistence
For new scholars, having a manuscript rejected or a grant unfunded can be devastating. It is
important to realize that even leaders in their field have these same experiences. At first, it may
be hard to manage this type of rejection. Some find it helpful to concentrate on other tasks for
a period of time. Once the negative emotions of disappointment and frustration have passed,
reviewer critiques should be read carefully before resubmission. Additional advice and support
may also be obtained from senior scholars. Examining reviewer comments across several
papers for consistent comments is an effective way to identify writing skills that may need
strengthening. Participating in writing or scientific review groups is another way to build and
exercise writing skills. Persistence usually pays off.
Developing Grantsmanship
Grantsmanship is the art of successfully acquiring research funding. There are many ways to
develop skills in grantsmanship. Research mentors can provide input on research ideas and
appropriate funding agencies for a particular idea or for the stage of the new scholar's career.
Also, many universities and research conferences offer continuing education programs on grant
writing. Many funding agencies including NIH provide online guidelines on how to write and
prepare a grant application (National Institute of Health & National Institute of Allergy and
Infectious Disease, 2007). The purpose of the grant must be reviewed carefully to ensure that
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7. the research idea matches the objectives of the grant. Grant officers at both federal agencies
and charitable foundations are often willing to advise prospective applicants on the research
idea and all aspects of the grant application. It is extremely important to follow the grant
guidelines regarding the required elements of the grant and page limitations. Other faculty
members in the school who have been funded by the targeted organization may be willing to
share their successful grant application as an example. Many schools offer a formalized internal
grant review by senior faculty members (Conn, et al., 2005; Yoon, Wolfe, Yucha & Tsai,
2002). This is most helpful especially if the faculty members have served as grant reviewers
or are past recipients of grants from the targeted agencies. Applying to more than one agency
(although funding can only be accepted from one agency for the same project) also increases
the potential for project funding in an increasingly competitive environment.
Securing Small Grants to Support the Applications for Larger Ones
It is nearly impossible to obtain a multi-million dollar grant from agencies such as NIH without
a history of success in obtaining and being productive with smaller grants. New scholars should
first seek funding within their school, university, professional organizations, or foundations.
Having pilot studies or small studies funded that result in one or more publications will give
evidence to reviewers of larger grants that the applicant will be productive if funded.
New scholars should be very cautious when obtaining funding from commercial vendors that
do not have the same peer review mechanisms in place that support the responsible conduct of
research as academic institutions and other research organizations. It is important to avoid even
the appearance of bias or questionable scientific objectivity in scholarly work and develop a
reputation as a scholar of the highest integrity. Applicants should not seek or accept funding
from a source for which they could be seen as having a conflict of interest. Should such a case
occur, the responsible conduct of research must be assured throughout the research process by
detailing the nature and degree of the conflict of interest in any relevant materials (e.g., consent
form, manuscripts, conference abstracts). Also, it is important to decline to sign agreements
which give the funding organization unlimited rights over the publication of papers generated
from the project. Editorial assistance from the funding organization that is so extensive that it
is in effect, "ghostwriting" should be declined (The World Association of Medical Editors,
2005)
Scheduling Time for Writing and Research
New faculty members are often so overwhelmed with the responsibilities of teaching several
new courses, advising students, or committee responsibilities that they do not have time for
other scholarly activities. It is important to schedule time for writing and research, and
opportunities to build in these activities along with other professional obligations should be
considered when applying for and comparing faculty offers and contractual agreements.
Developing a Research and Publication Team that Works across Multiple Projects
Highly productive scholars often have a few close colleagues with similar research interests
with whom they conduct research and publish throughout their career. With this type of team
approach to scholarship, made up of members either within or external to the institution, one
may be a principal investigator on one study and a co-investigator on the study of one of the
team members. Authorship privileges and responsibilities are ideally discussed at the outset of
each project. This team approach is a way of increasing one's scholarly productivity
exponentially.
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8. Using Communication Technology to Maintain a Command of the Literature
Communication technologies can aid scholars in staying abreast of the latest literature. For
example, it is possible to automate a search of multiple scientific literature databases using key
words or author names so that results are delivered via e-mail at selected time intervals to the
requester. There are also several reference management software packages that allow the user
to store references in databases and easily insert them into manuscripts as they are being
developed. These packages allow for instantly reformatting references in another reference
style if a manuscript is being revised for submission to a journal that uses a different format
for documenting references. School or university librarians are usually the best source of this
type of technology or other literature review aids and may also offer instruction in their use.
Developing Long and Short-Term Goals to Advance as a Scholar
At the start of each year, new scholars should set measurable goals for the year. For example,
creating a list the papers to be published that year and the authors to be involved along with
manageable deadlines may be an effective strategy. Annual goals should be reviewed with
mentors for how they lead to achieving five and ten-year goals. The criteria for promotion from
assistant professor to associate professor and from associate professor to full professor should
be referenced to provide a framework for establishing short and long-term goals. Mentors
within the school can offer advice on effective goal-setting strategies. Some schools provide
formal external mid-rank reviews. This process involves sending the faculty member's
Curriculum Vitae (CV) to an outside expert in the field to obtain advice on what the faculty
member should do to meet the criteria for the next rank. Other schools provide similar advice
internally, individually or in the form of informational sessions to advise faculty and doctoral
students on how to prepare their application for appointment or promotion. If the school does
not have a formal process for this, the faculty member can seek out leaders in the same field
of expertise and request advice on what activities or accomplishments are needed to advance
in rank and as a leader in the profession.
Maintaining an ongoing record of scholarly productivity such as publications, presentations,
peer review activities, committee memberships, and community service is essential. It can be
challenging to try to remember the details of these activities at the end of the year when
preparing for an annual evaluation or at the end of several years when preparing for promotion
or to apply for a leadership position. Making it a point to update one’s CV on a regular basis
can be helpful.
Saying “no” Judiciously
Knowing which opportunities to accept and which to decline requires good judgment. Highly
productive faculty members have described the importance of avoiding activities that are not
a worthwhile investment of their time (Norbeck, 1998). Mentors can offer advice in this regard.
Advancing in the nurse faculty role requires leadership in school and university committees,
professional organizations, and community service. Focusing on one's program of research to
the exclusion of these other aspects of the faculty role could be seen as a lack of leadership,
but agreeing to too many of these opportunities could lead to over-commitment and decreased
productivity in research and publication. Finding ways to incorporate one's program of research
into teaching, service, and practice responsibilities as an integrated scholar is the ideal as is
saying ‘yes’ to activities that involve work that builds important skills that can be applied to
activities necessary to advance one’s career.
Engaging Doctoral Students as Members of the Research Team
In addition to seeking out the mentorship of senior scholars and working collaboratively with
peers, new scholars should consider inviting doctoral students or even motivated students at
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9. undergraduate or graduate levels to participate as research team members. They can offer much
needed help to a busy scholar and will, in turn, benefit from learning about all aspects of the
research process. Our experiences also demonstrate that the number of scholarly products
(presentations, manuscripts) related to these projects can also be facilitated through student
contributions. Mentoring others is not only the responsibility of all scholars; it is also an
opportunity to forge lifelong collegial relationships with future nurse scientists or scientists
from other fields.
The Importance of Scholarly Graciousness in All Endeavors
The advancement of science requires the constant and rigorous critique of the ideas and work
of peers. The art of providing critical yet constructive comments in a clear and productive
manner serves to improve the grant applications, manuscripts, and abstracts reviewed. Critical
comments that are too vague to offer direction for improvement or are unnecessarily negative
have the potential to dishearten new scholars in particular, and impede the advancement of
science.
Graciously crediting those who have contributed to a scholarly product in an acknowledgement
or in the provision of authorship opportunities as appropriate, demonstrates that the new scholar
understands the extent to which his/her work has been advanced through the work of many
others. Establishing authorship responsibilities and privileges at the outset of any project is a
sign of fairness and collegiality. Creating opportunities for students and other junior faculty
who work as part of a research team to make a contribution that is worthy of authorship is one
sign that a new scholar has transitioned to a more senior scholar role. Finally, every scholar
has a long list of "lessons learned". Keeping track of these and sharing them freely will add
greatly to the development of others. The advancement of science is dependent upon the
willingness of scientists to provide opportunities and share knowledge and experiences with
the next generation of scholars.
Conclusion
The first few years after doctoral education are an exciting but challenging time for many
reasons. As the AACN (1999b) stated, “to adequately address today’s health problems the
integration of researchers and research programs into schools of nursing, and the assimilation
of nurse researchers into the scientific community must occur.” The challenges of developing
a program of research for new scientists in faculty positions are to embrace the scholarship of
research and empower themselves to acquire or sharpen the skills necessary for leadership in
the academic and scientific community.
Acknowledgements
This paper was supported in part by The National Institute of Nursing Research, Center for Collaborative Intervention
Research, Johns Hopkins University School of Nursing Grant number P30NR008995-01
We gratefully acknowledge the administrative assistance of Ms Kelly Wilson Fowler in the preparation of this
manuscript.
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Appendix A
School of Nursing Websites Describing the Manuscript Option (Retrieved on
July 29, 2007)
Johns Hopkins University
http://www.son.jhmi.edu/academics/academic_programs/doctoral/phd_handbook.pdf
Rutgers http://catalogs.rutgers.edu/generated/nwk-grad/pg5373.html
South Dakota State University http://learn.sdstate.edu/nursing/PhDHandbook.html
University of Buffalo
http://nursing.buffalo.edu/documents/SON_DOCTORAL_HANDBOOK.pdf
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11. University of Iowa
http://www.nursing.uiowa.edu/students/resources/documents/PhDSECTION.pdf
University of Kentucky http://catalogs.rutgers.edu/generated/nwk-grad/pg5373.html
University of North Carolina
http://nursing.unc.edu/current/handbook/doc_dissertation.html#11a
Wayne State University http://www.bulletins.wayne.edu/gbk-output/gen10.html#45227
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