Mentoring in research-focused doctoral nursing programs and student perceptions of career readiness in the United States.

Autor: Nersesian PV; School of Nursing, Johns Hopkins University, 525 N. Wolfe Street, Baltimore, MD 21205, USA. Electronic address: pnersesian@jhu.edu., Starbird LE; Center for Health Policy, Columbia University School of Nursing, 560 W. 168th St., New York, NY 10032, USA., Wilson DM; School of Nursing, Johns Hopkins University, 525 N. Wolfe Street, Baltimore, MD 21205, USA., Marea CX; School of Nursing, Johns Hopkins University, 525 N. Wolfe Street, Baltimore, MD 21205, USA., Uveges MK; Center for Bioethics, Harvard Medical School, 641 Huntington, Ave., Boston, MA 02115, USA., Choi SSW; College of Health Professions, Towson University, 8000 York Road, Towson, MD 21252, USA., Szanton SL; School of Nursing, Johns Hopkins University, 525 N. Wolfe Street, Baltimore, MD 21205, USA., Cajita MI; School of Nursing, University of Pittsburgh, 3500 Victoria Street, Pittsburgh, PA 15213, USA.
Jazyk: angličtina
Zdroj: Journal of professional nursing : official journal of the American Association of Colleges of Nursing [J Prof Nurs] 2019 Sep - Oct; Vol. 35 (5), pp. 358-364. Date of Electronic Publication: 2019 Apr 15.
DOI: 10.1016/j.profnurs.2019.04.005
Abstrakt: Background: Research-focused doctorate nursing programs are expanding and seek to double the number of doctoral-prepared nurses by 2020. There is little empirical evidence of the contributions of mentoring to doctoral nursing students' readiness for their desired careers.
Purpose: This study assessed characteristics and practices of nursing PhD students, the mentoring practices of their advisors, and the likelihood of self-reported career readiness.
Design: A nationwide descriptive, cross-sectional study of PhD students in the United States was conducted using an electronic survey platform. A sample of 380 PhD students representing 64 schools was surveyed from January to July 2016.
Methods: Descriptive statistics and ordered logistic regression were used to describe the sample and determine likelihood of career readiness by three readiness levels.
Findings: Results revealed greater likelihood of career readiness for students that: (1) perceived their proficiency in key scholarly skills as high, (2) were older, (3) worked a larger number of hours per week, (4) had more responsibilities outside of school, (5) had both advising and mentoring support, (6) had a co-advisor, and (7) attended a private university.
Conclusion: Enrollment targets should be based on a faculty-to-doctoral student ratio that optimizes advising and mentoring and schools should provide mentoring guidelines and training for faculty.
(Copyright © 2019 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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