Abstract：
BACKGROUND:Doctor of Nursing Practice (DNP) programs in the US have grown exponentially, outnumbering Doctor of Philosophy (PhD) in Nursing programs. Faculty are mentoring increasing numbers of students on DNP projects or PhD dissertations. PURPOSE:This descriptive study explored faculty characteristics and examined support, engagement, and outcomes of American Association of Colleges of Nursing member nursing faculty mentoring student DNP projects or PhD dissertations. METHOD:A researcher-developed survey tool was emailed to 550 Deans and Program Directors of AACN doctoral programs for distribution to their doctoral faculty. Survey data were analyzed using descriptive statistics. FINDINGS:177 DNP and 53 PhD (N=230) program surveys were completed. Faculty described challenges in the mentoring role including: time constraints, workload allocation, resources, faculty role preparation, student readiness, and variability in student outcomes. CONCLUSIONS:Additional dialogue and consensus is required to promote mentoring of students in nursing doctoral programs to ensure rigor of scholarly outcomes.
journal_name
Nurs Outlookjournal_title
Nursing outlookauthors
Anderson KM,McLaughlin MK,Crowell NA,Fall-Dickson JM,White KA,Heitzler ET,Kesten KS,Yearwood ELdoi
10.1016/j.outlook.2019.06.021subject
Has Abstractpub_date
2019-01-01 00:00:00pages
776-788issue
6eissn
0029-6554issn
1528-3968pii
S0029-6554(19)30085-5journal_volume
67pub_type
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