Doctoral Student Mentoring History, Process, Outcomes

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Doctoral Student MentoringHistory, Process,
Outcomes Further Development

• Shawn M. Kneipp, ARNP, PhD
• University of Florida
• College of Nursing

September 23, 2005
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CON Doctoral Program Review

• Doctoral Program Task Force (2002-2003)
• Charged by AAC
• Comprehensive review
• Recommendations
• AACN Doctoral Conference/Doctoral Program Quality
  Benchmarks 2002

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AACN Indicators of Quality in Research-Focused
Doctoral Programs in Nursing (2001)

• Faculty
• Programs of Study
• Resources
• Students
• Evaluation

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AACN Quality Indicators

• Programs of Study
• Development related to roles in academic,
  research, practice, or policy environments
• Progressive and guided student scholarship
  research experiences, including exposure to
  facultys interdisciplinary research programs
• Immersion experiences in education/research
• Socialization opportunities/scholarly development

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AACN Quality Indicators

• Students
• Successful in obtaining financial support through
  competitive intramural and extramural academic
  and research awards.
• Establish a pattern of productive scholarship . .
  . Interdisciplinary collaboration . . .
  Presentation and publication of scholarly work.

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AACN Quality Indicators

• Evaluation Program (Student/Faculty)
• Systematic, ongoing, comprehensive included in
  CON master plan evaluation, even though no
  certification process for doctoral programs
  currently
• Involves students and faculty
• Process and outcome data carefully examine what
  outcomes are measured.

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CON Doctoral Program Advising

• PT/FT Curriculum Plan
• Minor Area of Study
• NGR7979
• Progression Form
• Annually in May

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CON PhD Program Task Force

• Oct. 2001 Oct. 2002 (Biweekly mtgs)
• Ann Horgas, Chair
• Sandra Seymour
• Jennifer Elder
• Carolyn Yucha
• Shawn Kneipp
• Ramona Greigg (student member)

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Literature

• Little with regard to mentoring of students in
  PhD Nursing programs.
• 1988, 1998, 2-3 more recent in specific research
  areas (BRN)
• More attention in other disciplines engineering,
  psychology

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New Directions in PhD Education
http//www.grad.washington.edu/envision/index.html
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Recommendation 2 Mentoring Plan

• In order to facilitate professional
  socialization and the development of nursing
  scholars, doctoral students should form a
  Mentoring Team and collaborate with this
  committee to develop annual mentoring and
  progression goals. The Mentoring Team will be in
  place until the Supervisory Committee is formed.
  (p.3)

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Mentoring Team/Plan

• Focuses on professional development/
  socialization in addition to program completion
  when students begin.
• Increases accountability for both student and
  faculty.
• Clear written, measurable goals as students
  progress through program.
• Develop researchers/scholars ready for academic
  (or other) role upon completion.

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Policy S-4.10

• Mentoring Team Primary Secondary Mentors
  (CON, Other Training Programs)
• Primary Mentor upon admission.
• Secondary Mentor first month.
• Three meetings per year.
• Work w/ student first year to establish
  Dissertation Committee, which then takes
  responsibility for ongoing mentoring.

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Developing a Mentoring Plan

• S-4.10 emphasizes individualizing plan based on
  prior experience, career goals.
• Socializes doctoral students in the domains of
  expertise required of nurse scholars.
• Goal development in 3 Areas Education,
  Research, Service
• Measureable and developmentally appropriate.
• Several good examples provided students
  generally able to follow easily (w/ clarification
  on service).

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Annual PhD Student Evaluations

• Student writes self-evaluation of progress and
  attainment of goals.
• Reviewed by Primary Mentor/ Supervisory Chair,
  with input from Mentoring Team/ Dissertation
  Committee.
• Final evaluation of annual progress
  responsibility of Primary Mentor / Supervisory
  Chair at end of each academic year.

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Areas for Development

• Consortium home institution mentors
• Merging curriculum plan / mentoring plan into
  integrated form
• Increased interest in TA/RA positions within
  entering doctoral cohorts
• Data use guidelines, NRSA development,
  publication guidelines and expectations

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