1. 1 TEST TITLE 1 Click to edit Master subtitle style Overview of doctoral education in nursing in an international context Doctoral Education in Nursing

2. 2 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation OVERVIEW 1) Canadian Scene 2) International Context

3. 3 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Snapshot of the Current Canadian Situation Sources 1)CASN/CN A Student & Faculty Survey (2007-2008) 2) Preliminary data Doctoral Forum Environmental Scan (2010)

4. 4 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Annual Student and Faculty Survey Purpose: to support health human resource planning Data include: Admissions & graduates of doctoral programs, program delivery modalities, faculty qualifications

5. 5 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Doctoral Forum Environmental Scan 2010 Purpose: to help inform the development of a Canadian vision for doctoral education in nursing Data include Processes, delivery modalities, success factors and challenges

6. 6 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Student & Faculty Survey 2007-2008 88 of 90 CASN members responded. 13 schools had PhD programs

7. 7 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Number of Doctoral Programs 11.0% of schools (13 schools) offered PhD programs. Doctoral Dalhousie University √ McGill University √ Université Laval √ Université de Montréal √ Université de Sherbrooke √ McMaster University √ University of Ottawa / Université d’Ottawa √ University of Toronto √ University of Western Ontario √ University of Alberta √ University of Calgary √ University of British Columbia √ University of Victoria √ Canada Total 13

8. 8 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Admissions 2007-2008 Admissions to doctoral programs increased 5.1%

9. 9 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Number of Doctoral Programs 2010 15 schools offer PhD programs. Doctoral Dalhousie University √ McGill University √ Universiié Laval √ Université de Montréal √ Université de Sherbrooke √ McMaster University √ University of Ottawa / Universite d’Ottawa √ University of Toronto Queens University √ University of Western Ontario √ University of Saskatchewan University of Alberta √ University of Calgary √ University of British Columbia √ University of Victoria √√√√ Canada Total 15

10. 10 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Doctoral Forum Environmental Scan 2010 6 CASN members with a PhD program have responded (40%) 3 established 10 yrs ago or more, 1 established 1-2 years ago, 1 established 2-4 years ago, 1 established 4-6 years ago.

11. 11 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Enrollments Total in the six doctoral programs is 184 (In 2007-2008 student & faculty enrolment in doctoral programs was 380) Program Completion Average length of time to completion estimated was 3 to 5 yrs (but 2 programs too recent to compute this) [1]

12. 12 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation PracticeAcademicOther MostSomeFewMostSomeFewMostSomeFew       041510001 The 6 respondent schools identified the majority of their doctoral students as planning on a career in Academia some students were identified as planning on a career path in the practice setting.

13. 13 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Delivery Models Used (check all applicable): Interdisciplinar y Fast tracking Distant delivered Residency based Collaborativ eOther YNYYNN NYNYN full-time enrolment only NNNYNN NYNYNN YYNYNN YNNYNN 331611 All 6 have a residency based program. 3 provide an interdisciplinary delivery program. 3 offer a fast track option 1 offers distance delivery

14. 14 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Program Strengths Identified Quality of faculty Diversity of options for learners/tailoring to learner needs Fast track option from Masters to PhD Small classes/Seminars/Small groups Residency based/engagement with faculty and peers Program Challenges Identified Intensive demand for resources (faculty, library, staff) Limited scholarships to offer Applicants would increase if distance and part time options were available Students continue to work while enrolled in full-time studies.

15. 15 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Admission Process Success Factors  Admission deadline moved earlier to increase timeline of offers  Streamlined admission ratings to focus on priority indicators  Students identify a supervisor in advance of admission  Applicants matched to supervisor before admission  Straightforward admission process  Piloting admissions in September and January  Careful screening of applicants to ensure they are a good fit.  Will consider late applications if there is space

16. 16 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Admission Process Issues  Coordinating admission process with SGS  Rating procedure and training of admission raters  Locating suitable supervisor for students unfamiliar with program  No standard approach among faculty in deciding to take student  Need for sufficient faculty with a broad range of interests  Students don’t apply for external funding to support thesis  Assisting students to find suitable supervisors  Ensuring applicants who will be successful are selected  Admission deferrals

17. 17 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Comprehensive Exams All six programs require both a written and an oral exam:  Between 12–18 months in the program – must be completed by 24 months  After completing all course work - usually 10-16 months after commencing the program  In the summer or fall term after two terms of course work  Up to 28 months from commencement of program  When the student’s proposal is ready for defense  After all coursework and before the proposal defense

18. 18 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Number of students per supervisor  3 (but faculty with a training national Chair had 5-6)  No more than 6  Less than 3 (including master theses)  3 to 4  4  Faculty limit number to 5

19. 19 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Supervision Success Factors  Students secure faculty agreement for supervision before applying  Good fit between student and supervisor research interests,  Campus educational resources for junior faculty develop supervisory skills  Mentoring of junior faculty by senior faculty sit (eg sit on committee)  Traditional approach to supervision  Research development seminars/ forums for faculty & students on topic related to successful research  Proposal defense must occur by the end of year 3  Co-supervision if one or more are new to PhD supervision

20. 20 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation INTERNATIONAL CONTEXT Global synopsis Evolution in U.S.A

21. 21 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation 273 doctoral programs in 31 countries in 2003 USA (30%) UK (19%) Australia (6%) Canada & Korea (both 4%)

22. 22 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation International Network for Doctoral Education in Nursing (INDEN) Created in 1995 Non incorporated group of Nurse educators Met first in 1997 in Vancouver Currently list doctoral programs in nursing in 34 countries (417 programs) Identify great variation in doctoral education

23. 23 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Countries with Doctoral Programs in Nursing (INDEN) ArgentinaFinlandNamibiaSwitzerland AustraliaGermanyNetherlandsTaiwan BelgiumGreeceN. ZealandThailand BrazilHong KongNigeriaTurkey CanadaIndiaNorwayU.K ChileIrelandPhilippinesU.S.A ColumbiaJapanPolandVenezuela Czech RepKoreaSouth Africa EgyptMexicoSweden

24. 24 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation PhD most common nursing doctoral degree Element shared internationally - PhD requires work that is: independent sustained rigorous original cutting edge Kirkman et al. (2007). Nurse Education in Practice, 7 (3), 150-156

25. 25 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Ketefian et al. (2005) Nursing & Health Science, 7(3), 150-156 Non research focused Professional or practice Research focused Pan American Model European Model

26. 26 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Kirkman et al. (2007). Nurse Education in Practice, 7 (3), 150-156 research Traditional (research, supervisor, 3-4yrs) Taught course followed by research Non research Professional or Practice Base Research and non research Projects (written accounts of a # of related but different projects PhD by publication

27. 27 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation AACN in the USA DNP Prepares nurses at highest level of practice Faculty have high level of expertise in area of practice Content - AACN essentials PhD/DNS/DNSc Prepares nurse researcher Faculty have a program of research Content - theory, research methodology

28. 28 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation DNP in the USA Oct 2004 strong majority of AACN member Schools supported a Position Statement on DNP Entry level for ARNP by 2015 was endorsed 2 Task Forces created –DNP essentials; –DNP Roadmap Currently 72% schools with ARNP programs offering DNP (120) or planning to (161)

29. 29 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation DNP Essentials Scientific underpinnings for practice Organizational & systems leadership for quality improvement & systems thinking Clinical scholarship & analytical methods for evidence- based practice Information systems/technology Health care policy for advocacy in health care Interprofessional collaboration for improving outcomes Clinical prevention & population health Advanced nursing practice

30. 30 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Hybrid Models Combine specialized professional practice component with a clinical dissertation

31. 31 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Arguments for DNP Need for greater scientific knowledge (complexity) Rapidly expanding knowledge base Parity with other disciplines Increased remuneration Will increase doctorally prepared nurses Critiques of DNP Position Evidence that Master’s prepared NP perform very well Length of training will result in professional shortage Will outprice their effectiveness Effect on PhD enrollments

32. 32 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation United States Drexel University Model DrNP initiated 2005 modeled after the DrPH (Doctor of Public Health) and the PsyD (Psychology Doctorate) degrees, but it is an academic doctorate (similar to the PhD) in that a clinical dissertation is required.

33. 33 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Australia University of Queensland Defines the Professional (Practice) Doctorate as: coursework programs which allow experienced professionals to return to study to improve their professional practice through the application of research to current problems and issues. This qualification combines coursework and research, with a component of not less than 33% and not more than 66% research. The doctoral research should make a significant contribution to the knowledge and practice of the profession. (http://www.uq.edu.au/international/? page=978&pid-978&ntemplate=415 – retrieved May 17, 2010)

34. 34 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Summary 15 PhD programs in Canada (“taught course - research” or “Pan American model”) Internationally, the PhD is the most common doctoral type but a myriad of non PhD programs exist Non PhD programs fall on a continuum regarding research required, and degree of practice specialization

35. 35 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Conclusion Key challenges facing doctoral education in nursing 1)How do we enhance the development and advancement of nursing knowledge? 2)Should we bridge nursing practice and nursing research through doctoral education?