Making explicit the development of PhD-prepared nurses to steward the discipline

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dc.contributor.authorMorris, Nancy S.
dc.contributor.authorWassef, Maureen E.
dc.contributor.authorSullivan-Bolyai, Susan L
dc.contributor.authorBova, Carol A
dc.contributor.authorKane, Anne T.
dc.contributor.departmentTan Chingfen Graduate School of Nursing
dc.date2022-08-11T08:09:04.000
dc.date.accessioned2022-08-23T16:17:06Z
dc.date.available2022-08-23T16:17:06Z
dc.date.issued2021-01-01
dc.date.submitted2021-03-11
dc.description.abstractLeadership is a core curricular element of PhD programs in nursing. Our PhD faculty began a dialogue about being a leader, a steward of the discipline. We asked ourselves: (a) What expertise do PhD prepared nurse needs to begin to steward the discipline? (b) How do faculty engage PhD nursing students to assume responsibility for stewarding the discipline? Lastly, (c) How do we work with PhD nursing students to create their vision for how their work contributes to stewarding the discipline, from doctoral coursework throughout their career? We support the need for PhD graduates to have the skills to generate knowledge, conserve that which is important, and transform by disseminating new knowledge to a broad audience. Examples of nurses stewarding the discipline when pioneering research, critiquing traditional approaches to inquiry or trends in nursing practice, and developing policy, are highlighted along with examples of how PhD nursing students begin to steward the discipline.
dc.identifier.citation<p>Morris NS, Wassef ME, Sullivan-Bolyai S, Bova C, Kane AT. Making explicit the development of PhD-prepared nurses to steward the discipline. Nurs Outlook. 2021 Jan-Feb;69(1):50-56. doi: 10.1016/j.outlook.2020.08.002. Epub 2020 Oct 16. PMID: 33070981. <a href="https://doi.org/10.1016/j.outlook.2020.08.002">Link to article on publisher's site</a></p>
dc.identifier.contextkey22024460
dc.identifier.doi10.1016/j.outlook.2020.08.002
dc.identifier.issn0029-6554 (Linking)
dc.identifier.legacycoverpagehttps://escholarship.umassmed.edu/gsn_pp/156
dc.identifier.pmid33070981
dc.identifier.submissionpathgsn_pp/156
dc.identifier.urihttps://hdl.handle.net/20.500.14038/34483
dc.language.isoen_US
dc.relation<p><a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&list_uids=33070981&dopt=Abstract">Link to Article in PubMed</a></p>
dc.relation.urlhttps://doi.org/10.1016/j.outlook.2020.08.002
dc.source.issue1
dc.source.journaltitleNursing outlook
dc.source.pages50-56
dc.source.volume69
dc.subjectLeadership
dc.subjectPhD education
dc.subjectPhD pedagogy
dc.subjectSteward of the discipline
dc.subjectLeadership Studies
dc.subjectMedical Education
dc.subjectNursing
dc.titleMaking explicit the development of PhD-prepared nurses to steward the discipline
dc.typeJournal Article
dspace.entity.typePublication
html.description.abstract<p>Leadership is a core curricular element of PhD programs in nursing. Our PhD faculty began a dialogue about being a leader, a steward of the discipline. We asked ourselves: (a) What expertise do PhD prepared nurse needs to begin to steward the discipline? (b) How do faculty engage PhD nursing students to assume responsibility for stewarding the discipline? Lastly, (c) How do we work with PhD nursing students to create their vision for how their work contributes to stewarding the discipline, from doctoral coursework throughout their career? We support the need for PhD graduates to have the skills to generate knowledge, conserve that which is important, and transform by disseminating new knowledge to a broad audience. Examples of nurses stewarding the discipline when pioneering research, critiquing traditional approaches to inquiry or trends in nursing practice, and developing policy, are highlighted along with examples of how PhD nursing students begin to steward the discipline.</p>
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