Preparing the nurse scientist for academia and industry

Nursing Education Perspectives

Volumn 32, Issue 1, 2011, Pages 22-25

  Lewallen, Lynne P ^a   Kohlenberg, Eileen ^b  

^a UNIVERSITY OF NORTH CAROLINA AT GREENSBORO   (United States)

^b NONE

Author keywords

Academia; Doctoral education; Industry; Nurse scientist; Research

Indexed keywords

ARTICLE; CURRICULUM; EDUCATION; HUMAN; METHODOLOGY; NURSE ADMINISTRATOR; NURSE ATTITUDE; NURSING EDUCATION; NURSING RESEARCH; UNITED STATES;

CURRICULUM; EDUCATION, NURSING, GRADUATE; FACULTY, NURSING; HUMANS; INTERNSHIP, NONMEDICAL; NORTH CAROLINA; NURSE ADMINISTRATORS; NURSE'S ROLE; NURSING RESEARCH; PRECEPTORSHIP; UNITED STATES;

EID: 80052413208     PISSN: 15365026     EISSN: None     Source Type: Journal    
DOI: 10.5480/1536-5026-32.1.22     Document Type: Article

References (15)

1. American Association of Colleges of Nursing. (2002). Indicators of quality in research-focused doctoral programs in nursing, Journal of Professional Nursing, 18(5), 289-294.
2. American Association of Colleges of Nursing. (2005). Faculty shortages in baccalaureate and graduate nursing programs: Scope of the problem and strategies for expanding the supply [White Paper]. Retrieved from www.aacn. nche.edu/publications/pdf/05FacShortage.pdf
3. American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. Washington, DC: Author. Retrieved from www.aacn. nche.edu/DNP/pdf/Essentials.pdf
4. Anderson, C. A. (2000). Current strengths and limitations of doctoral education in nursing: Are we prepared for the future? Journal of Professional Nursing, 16(4), 191-200.
5. Banks-Wallace, J., Despins, L., Adams-Leander, S., McBroom, L, & Tandy, L (2008). Re/affirming and re/conceptualizing disciplinary knowledge as the foundation for doctoral education. Advances in Nursing Science, 31(1), 67-78.
6. Bunkers, S. S. (2002). Doctoral education in nursing: Seeking clarity. Nursing Science Quarterly, 15(3), 201-208. (Pubitemid 36717132)
7. Kelly, C. M. (2002). Investing in the future of nursing education: A cry for action. Nursing Education Perspectives, 23(1), 24-29.
8. Ketefian, S. (1991). Doctoral preparation for faculty roles: Expectations and realities. Journal of Professional Nursing, 7(2), 105-111.
9. Minnick, A. E, & Halstead, LA. (2002). A databased agenda for doctoral nursing education reform. Nursing Outlook, 50(1), 24-29. (Pubitemid 40434433)
10. National League for Nursing (2002). The preparation of nurse educators [Position Statement]. Retrieved from www.nln.org/aboutnln/PositionStatements/ preparation051802.pdf
11. Norbeck J. S. (1998). Teaching, research, and service: Striking the balance in doctoral education. Journal of Professional Nursing, 14(4), 197-205. (Pubitemid 128712176)
12. Ravert, P., & Merrill, K. C. (2008). Hospital nursing research program: Partnership of service and academia. Journal of Professional Nursing, 24(1), 54-58.
13. Seldomridge, LA (2004). Attracting students to the professorate: A faculty shadowing experience. Nurse Educator, 29(6), 256-259.
14. Suplee, P. D., & Gardner, M. (2009). Fostering a smooth transition to the faculty role. Journal of Continuing Education in Nursing, 40(11), 514-520.
15. Wall, B. M., Novak, J. C, & Wilkerson, S. A. (2005). Doctor of nursing practice program development Reengineering health care. Journal of Nursing Education, 44(9), 396-403. (Pubitemid 41285103)