1 FORMAL PROPOSAL FOR A NEW DEGREE PROGRAM
(Traditional/Face-to-Face Delivery)
Institution: Kennesaw State University
Approval by President or Vice President for Academic Affairs: Dr. Ken Harmon, Provost and Vice President for Academic Affairs.
Date: October 17, 2013
School/Division: WellStar College of Health and Human Services
Department: WellStar School of Nursing
Departmental Contact: Dr. Tommie Nelms
Name of Proposed Program/Inscription: PhD in nursing
Degree: PhD
Major: Nursing
CIP Code: 51.1608
Anticipated Implementation Date: Fall, 2014 Approval by Chief Business Officer (or designee): _________________________________________
Contact Information:
Approval by Chief Facilities Officer or designee (if different from CBO): _________________________________________
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1 Description of the program’s fit with the institutional mission, existing degrees and majors. The PhD in nursing is one of five new program proposals set as campus priorities. This program and the four others have been vetted institutionally as evidenced by their placement at the top of KSU’s academic forecasting list. One of the opportunities noted in the KSU strategic plan is the need for additional graduate programs to meet the needs of individuals, employers, the state, the nation, and the world. The PhD in nursing program will meet the need for providing new
doctorally prepared nurses who in turn will become nurse educators and nurse scientists to help educate the next generation of nurses, as well as produce the knowledge necessary to meet the healthcare needs of the state, nation, and world.
As KSU moves forward with offering PhD degrees, the PhD in nursing degree is a logical addition given that the Doctor of Nursing Science (DNS) degree was begun in 2009. While both the PhD and the DNS are recognized research-focused doctoral degrees in nursing, the DNS is far less well known and offered in far fewer schools than the PhD. Of the 131 research-focused doctoral degree programs in nursing across the country, 122 are PhD programs. Upon approval of the PhD in nursing program the DNS program will be phased out. Undergraduate and graduate nursing degrees are highly sought at KSU. The addition of the PhD in nursing is congruent with the WellStar School of Nursing’s strategic plan to offer quality baccalaureate and higher degree nursing programs.
2 Program Description and Goals:
a. Institutional Priority: Describe how the proposed program is aligned with the institution’s academic strategic plan. Indicate where this program falls in terms of the institution’s top priorities for new degrees.
Goal one of KSU’s strategic plan is to ―promote excellence and innovation in education through teaching, supervising and mentoring students; research, creative activity, and scholarship, and professional service‖ and one of the objectives associated with the goal is to ―promote the
scholarship of discovery, teaching, learning, and engagement.‖ As a research degree graduates of the PhD in nursing program are prepared to conduct the scholarship of discovery, as well as to implement the teaching-learning process for the next generation of nurses. PhD in nursing graduates engage with nursing education systems as faculty scholars, as well as engage with
nursing practice settings to conduct research and translate scientific findings into quality healthcare. The PhD in nursing is one of the top priorities for new degrees for the university since it will
replace the current DNS program which was begun in 2009. Both the PhD and DNS degrees are recognized by the American Association of Colleges of Nursing (AACN) as research-focused doctoral degrees. AACN has oversight of research-focused doctoral degrees in nursing and
maintains a data base of quality indicators for all nursing doctoral programs throughout the country. KSU’s DNS program was created in the mold of a PhD program and while changes will be made to the curriculum to enhance the scientific rigor and quality; resources for the program are currently in place. Implementation of the program will not require new program start-up costs, other than graduate stipends.
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b. Brief description of the program and how it is to be delivered.
The PhD in nursing program will follow the traditional tenants of the PhD degree as the highest level of formal education for a career in research and the scholarship of discovery. The PhD graduate develops the science, stewards the profession, educates the next generation of nurses, defines its uniqueness, and maintains it professional integrity. Attainment of the PhD requires a strong scientific emphasis within the discipline: an understanding of the science of related
disciplines and translation science, dissemination of innovation: and interdisciplinary collaboration (AACN, 2010). The foci of KSU’s PhD in nursing program are leadership in responses to health disparities and vulnerable populations and leadership in nursing education. The 60 hour
(minimum) program will consist of 6 hours of graduate statistics, 9 hours of research methods, 12 hours of philosophy of science, bioethics, theory, and health policy coursework, 6 hours of coursework related to responses to health disparities, 6 hours of nursing education coursework, 6 hours of electives to support the area of research interest, one 3 hour education elective, and 12 hours (minimum) dissertation coursework. The program will be delivered in hybrid format (50% on campus and 50% online). Students will come to campus for classes once per month (all day Friday and Saturday); the remainder of coursework will be conducted online over D2L.
c. Goals/objectives of the Program
The PhD in nursing is designed to prepare nurse educators and scholars for leadership roles in nursing education, health policy related to vulnerable populations, and nursing science. The
graduate will function as a nurse leader with expertise in nursing and healthcare phenomena related to evidence-based practice, the investigative skills of a nurse scientist, and the leadership skills for influencing health care system, particularly related to population-based health disparities. The curriculum focuses on nursing education and health policy within the context of health disparities and population based health care. Coursework will prepare graduates to evaluate and influence nursing practice and healthcare delivery systems, and to educate the next generation of nursing through various faculty roles.
Program Outcomes for the PhD program include the following:
1. Select and admit qualified applicants who have the academic and professional skills necessary to succeed in the program.
2. Program faculty members demonstrate increasing amounts and quality of scholarly productivity (funded grants, research projects, publications and presentations).
3. Students demonstrate increasing amounts and quality of scholarly productivity (see above) while in the program and upon graduation. 4. The program will graduate 90% of students within six years of
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d. Location of the program – main campus or other approved site The program will take place on Kennesaw’s main campus
3 Curriculum: List the entire course of study required and recommended to complete the degree program. Provide a sample program of study that would be followed by a representative student. Include Area F requirements (if applicable).
a. Clearly differentiate which courses are existing and those that are newly developed courses. Include course titles as well as acronyms and credit hour requirements associated with each course.
Program of Study
Common Nursing Core 33 hours
Elective and Support Courses 15 hours
Dissertation 12 hours
60 hours
COMMON NURSING CORE COURSES 33 hours (existing courses) NURS 9000 Structure of Scientific Inquiry (3hrs)
NURS 9005 Theoretical Basis of Nursing (3hrs) NURS 9010 Bioethical Issues (3hrs)
NURS 9015 Quantitative Research (new name) (3hrs) NURS 9025 Qualitative Research (new name) (3hrs)
NURS 9035 Practicum in Nursing Research (new name) (3hrs) NURS 9100 Health Policy (3hrs)
NURS 9105 Philosophical Foundations of Responses to Health Disparities (3hrs) NURS 9110 Sociopolitical Theories and Models in Health Disparities (3hrs) NURS 9205 Philosophical Foundations of Nursing Education (3hrs)
NURS 9210 Curriculum Theories and Models in Nursing Education (3hrs) ELECTIVE AND SUPPORT COURSES 15 hours (existing courses) NURS 9101 Statistics I (3hrs) new prefix, previously STATS 9100 NURS 9102 Statistics II (3hrs) new prefix, previously STATS 9200
Electives 9 hours (may be new or existing) (one specified as education elective) NURS 9300 Special Topics (3hrs, repeatable)
NURS 9310 Directed Study (3hrs, repeatable) DISSERTATION 12 hours, minimum
NURS 9405 Dissertation Seminar (3hrs) (existing course) NURS 9400 Dissertation (1-9hrs, repeatable)
5 PhD in NURSING PROGRAM OF STUDY- Full Time
YEAR FALL SEMESTER SPRING SEMESTER SUMMER SEMESTER
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NURS 9101 (3) Statistics I NURS 9102 (3) Statistics II NURS 9205 (3) Philosophical Foundations of Nursing Education NURS 9000 (3)Structure of Scientific Inquiry
NURS 9005 (3) Theoretical Basis of Nursing
NURS 9105 (3) Philosophical Foundations of Responses to Health Disparities NURS 9010 (3)
Bioethical Issues
NURS 9100 (3)
Health Policy Education Elective(3)
Credit Hours: 9 9 9
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NURS 9015 (3) Quantitative Research NURS 9210 (3) Curriculum Theories/Models in Nursing NURS 9025 (3) Qualitative Research NURS 9035 (3) Research Practicum NURS 9405 (3) Dissertation Seminar Elective (3) NURS 9110 (3)Sociopolitical Theories and Models in Health Disparities PRELIMINARY EXAM Elective (3) COMPREHENSIVE EXAM Credit Hours: 9 9 6
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NURS 9400(3) Dissertation NURS 9400(3) Dissertation NURS 9400(3) Dissertation Credit Hours: 3 3 3Total Credit Hours: 60
PhD in NURSING PROGRAM OF STUDY- Part Time
YEAR FALL SEMESTER SPRING SEMESTER SUMMER SEMESTER
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NURS 9101 (3) Statistics I NURS 9102 (3) Statistics II NURS 9205 (3) Philosophical Foundations of Nursing Education NURS 9000(3)Structure of Scientific Inquiry
NURS 9005(3) Theoretical Basis of Nursing
NURS 9105 (3) Philosophical Foundations of Responses to Health Disparities
Credit Hours: 6 6 6
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NURS 9010(3) Bioethical Issues NURS 9100(3) Health Policy Elective (3) NURS 9015 (3) Quantitative Research PRELIMINARY EXAM NURS 9025 (3) Qualitative Research Elective (3) Credit Hours: 6 6 63
NURS 9210 (3) Curriculum Theories/Models in Nursing NURS 9110(3)Sociopolitical Theories and Models in Health Disparities NURS 9035(3) Research Practicum Elective (3) NURS 9405(3) Dissertation Seminar COMPREHENSIVE EXAM Credit Hours: 6 6 3
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NURS 9400(3) Dissertation NURS 9400(3) Dissertation NURS 9400(3) DissertationCredit Hours: 3 3 3
6 Append course descriptions for all courses (existing and new courses).
NURSING CORE COURSES
NURS 9000 Structure of Scientific Inquiry (3hrs): This course examines the history and nature of scientific explanation and inquiry, including testability and utility and includes exploration and analysis of major philosophers, philosophy of science, and the origin and development of nursing philosophy and nursing science. Focus is on reflection, critical thinking and making sound
judgments regarding knowledge of the conduct and application of theory-based science in health care and nursing education settings. Prerequisites: admission to the program or permission of the instructor.
NURS 9005 Theoretical Basis of Nursing (3hrs): This course examines the historical evolution of knowledge development in nursing and critically examines deductive and inductive approaches to theory development and theory testing. Students explore major nursing theories, human behavior theories, healthcare theories, leadership theories, and education theories which support substantive health and nursing education issues. Prerequisites: admission to the program or permission of the instructor.
NURS 9010 Bioethical Issues (3hrs): This course examines traditional and contemporary theories of Eastern and Western philosophy as they apply to ethical issues and problems in nursing and healthcare around the world. Philosophies of justice are critiqued for relevance to healthcare research, business and leadership practices. Prerequisites: admission to the program or permission of the instructor.
NURS 9015 Quantitative Research (3hrs): This course presents theories and methods of quantitative research. Students examine and apply fundamental quantitative designs in the development and conduct of research to address substantive health and nursing education issues. Prerequisites: NURS 9000, NURS 9005, NURS 9010, NURS 9101 and NURS 9102.
NURS 9025 Qualitative Research (3hrs): This course presents philosophies, theories, and methods of qualitative research. Students examine and apply fundamental qualitative designs in the
development and conduct of research to address substantive health and nursing education issues. Prerequisites: NURS 9000, NURS 9005 or permission of the instructor.
NURS 9035 Research Practicum (3hrs): This course is designed to give students a guided in-depth hands-on experience with nursing research. Students work with a nurse researcher or other
healthcare researchers in the conduct of research applied to substantive health or nursing education issues. The focus, content and expectations for this course will be established by the doctoral student and supervising professor. Prerequisites: admission to the program or permission of the instructor.
NURS 9100 Health Policy (3hrs): This course provides an orientation to various analytical and substantive components fundamental to health policy. Students develop skills in analysis,
7 related to inequalities in health services such as access, costs, utilization, and rationing. Health care policies, along with methods and delivery systems, are compared within developed and developing countries. Real situations are examined in which specific policy decisions are made by public and private health managers and officials. Prerequisites: admission to the program or permission of the instructor.
NURS 9105 Philosophical Foundations of Responses to Health Disparities (3hrs): This course develops more in-depth knowledge related to philosophies, theories, and models of health disparities and vulnerable populations. The meanings of health disparities and vulnerable
populations are examined and analyzed within an historical context. Prerequisites: admission to the program or permission of the instructor.
NURS 9110 Sociopolitical Theories/Models in Health Disparities (3hrs): This course develops more in-depth knowledge of socio-political theories/models related to health disparities with a focus on vulnerable populations. Research and oversight monitoring will be addressed surrounding issues of IRB, informed consent, protection of human subjects in vulnerable populations, such as minority groups, children, prisoners, the elderly, the mentally ill, and pregnant women and their fetuses. Prerequisites: admission to the program or permission of the instructor.
NURS 9205 Philosophical Foundations of Nursing Education (3hrs): This course examines and analyzes philosophies and theories that are foundational to nursing education. Emphasis is on exploration of the intersection of education and nursing, and the philosophical issues that make the education of persons learning to become nurses or those advancing their nursing education unique. Prerequisites: admission to the program or permission of the instructor.
NURS 9210 Curriculum Theories/Models in Nursing (3hrs): This course critically examines curriculum theories and models and their relevance to nursing education. It includes examination of a variety of conceptual frameworks and their appropriateness for various settings, students, and curricular elements. Emphasis is on curriculum development and evaluation at institutional, course, and individual class levels in academic and clinical settings, as well as empirical support for
curriculum processes within nursing education. Prerequisites: admission to the program or permission of the instructor.
ELECTIVE AND SUPPORT COURSES
NURS 9101 Statistics I (3hrs): This course presents basic concepts and techniques of statistical methods, including: the collection and display of information, data analysis and statistical measures: variation, sampling and sampling distributions; point estimation, confidence intervals and tests of hypotheses for one and two sample problems; principles of one-factor experimental design, one-way analysis of variance and multiple comparisons; correlation and simple linear regression analysis; contingency tables and test for goodness of fit. SPSS statistical software will be used. Prerequisites: admission to the program or permission of the instructor.
NURS 9102 Statistics II (3hrs): This course presents advanced treatment of the design of
experiments and the statistical analysis of experimental data using analysis of variance (ANOVA), multiple regression, multivariate analysis of variance (MANOVA), discriminant analysis, cluster analysis and factor analysis. Prerequisites: admission to the program or permission of the instructor.
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Electives (9 hours): With the guidance of professors, students will select (or design) three, 3-hour elective courses which support and enhance their program of study and area of interest. Students should discuss the appropriateness of and rationale for the electives, and get approval from doctoral committee members prior to taking the courses.
NURS 9300 Special Topics (3hrs, repeatable): This course is designed to take advantage of opportunities to teach special topics of interest to nursing doctoral students regarding nursing and healthcare, health disparities and vulnerable populations, nursing education, applied research, or other related topics. The focus, content, expectations, and methods of evaluation for the course are formally established when the course is established. Prerequisites: admission to the program or permission of the instructor.
NURS 9310 Directed Study (3hrs, repeatable): This individually designed course allows students to independently examine or research advanced topics related to health disparities and/or nursing education. The focus, content, expectations, and methods of evaluation for the course are formally established by the doctoral student and the supervising professor. Prerequisites: Written permission of supervising instructor.
DISSERTATION
NURS 9405 Dissertation Seminar (3hrs.): This course is designed to give students supervised and guided direction as they begin the dissertation process. Students will be work with both course faculty and their dissertation chair in the development of a dissertation. The seminar format fosters collegial and academic support from doctoral faculty as well as peers. Prerequisites: Nursing core courses.
NURS 9400 Dissertation (1-9hrs, repeatable): Course work supports and guides doctoral candidates in the implementation of their applied research and the development and defense of the dissertation. This format and structure provides individual time with the doctoral committee and collegial and academic support from their peers. Course may be repeated as necessary.
b. When describing required and elective courses, list all course prerequisites.
c. Provide documentation that the program and all courses in the proposed curriculum have been approved by all relevant campus curriculum governance bodies.
The DNS courses, which are the same courses for the PhD program, were approved through the WSON, WCHHS, and GPCC processes in 2008. Revisions were made to the two Health Disparities courses (NURS 9105, NURS 9110) in 2011 and went through the same process.
New course changes are Appendix C Prior program approvals are Appendix D d. Append materials available from national accrediting agencies or professional
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See Appendix A and B
e. Indicate ways in which the proposed program is consistent with nationally accepted trends and standards in the discipline.
While no national bodies accredit research-focused doctoral programs in nursing, the American Association of Colleges of Nursing (AACN) provides direction to and maintains data about all doctoral programs in nursing across the country. The AACN Position Statement of Indicators of Quality in Research-Focused Doctoral Programs in Nursing (2001) is a document which
benchmarks quality indicators for research-focused doctoral programs in nursing. In 2010 AACN conducted a national study of research-focused doctoral programs in nursing and prepared a report entitled The Research-Focused Doctoral Program in Nursing Pathways to Excellence. (See Appendix A & B). The report has been studied by nursing doctoral leaders across the country for two years and AACN held a national PhD summit in Chicago, Illinois September 19-20, 2013 to share data about the current state of research-focused doctoral programs in nursing across the country. The director of KSU’s WellStar School of Nursing and current DNS program, who is preparing this PhD proposal, attended the summit. Current trends in nursing doctoral education such as knowledge to manage ―big data‖ sets, team science, and translational science, along with essential elements of research-focused doctoral programs were outlined in the 2010 pathways to excellence report and presented at the meeting. Both AACN documents will continue to be used to guide the development, implementation and evaluation of the proposed PhD program (just as they have guided the current DNS program). Administrators and faculty responsible for the nursing PhD program will also work closely within the KSU Southern Association of Colleges and Schools (SACS) accreditation process to assure compliance with those requirements.
The AACN (2001) uses the following five indicators of quality in research-focused doctoral programs in nursing: 1) faculty, 2) programs of study, 3) resources, 4) students, and 5) evaluation. According to the AACN, faculty are expected to ―represent and value a diversity of background and intellectual perspectives; meet the requirements of the parent institution for graduate research and doctoral education and a substantial proportion should hold earned doctorates in nursing;
conceptualize and implement productive programs of research and scholarship; create an
environment in which mentoring, socialization of students, and the existence of a community of scholars is evident; assist students to understand the value of programs of research and scholarship that continue over time and build upon previous work; identify, generate, and utilize resources within the university and broader community to support program goals; and devote a significant proportion of time to dissertation advisement.‖ Programs of study should be ―consistent with the mission of the parent institution, the discipline of nursing, and the degree awarded‖ and faculty’s areas of expertise and scholarship should determine specific foci in the program of study. The AACN outlines common elements which should be included in programs of study (See Appendices for AACN Indicators of Quality document and Pathways to Excellence document).
Faculty within the WCHHS and WSON reflect diversity of background and intellectual
perspectives; they meet KSU requirements for graduate faculty, and the majority holds doctorates in nursing. With the recent invitation for DSN graduates from University of Alabama-Birmingham to convert their degrees to PhDs six WSON faculty members with DSN degrees will soon hold the PhD degree. Since 2009 when KSU’s DNS program was begun, doctoral teaching faculty have
10 been added who represent ethnic diversity and who have programs of externally funded research which reflect the foci of the PhD program. Program foci, leadership in nursing education and health disparities, were selected because they are congruent with the practice expertise and the research and scholarship programs of faculty within the WCHHS and WSON. These foci are also consistent with the mission of KSU. The program of study for the proposed program includes all essential elements specified by the AACN.
Regarding resources, the AACN (2001) expects that ―sufficient human, financial, and institutional resources are available to accomplish the goals of the unit for doctoral education and faculty research; state-of-the-art technical and support services are available and accessible to faculty, students, and staff for state of the science information acquisition, communication and
management; library and database resources are sufficient to support the scholarly endeavors of faculty and students.‖ The level and availability of these resources are addressed throughout this proposal and meet the expectations set forth by the AACN as a quality indicator.
The AACN (2001) specifies that students: ―are selected from a pool of highly qualified and motivated applicants who represent diverse populations‖; have ―research goals and objectives which are congruent with faculty research expertise and scholarship and institutional resources‖; have potential for ―obtaining financial support through competitive intramural and extramural academic and research awards‖; ―commit a significant portion of their time to the program and complete the program in a timely fashion; and have potential to establish a pattern of productive scholarship, collaborating with researchers in nursing and other disciplines in scientific endeavors that result in the presentation and publication of scholarly work that continues after graduation.‖ Priority for admission will be given to students who meet these criteria.
Finally AACN (2001) specifies an evaluation plan that includes the following: is systematic,
ongoing, comprehensive, and focuses on the university’s and program’s mission and goals; includes process and outcome data related to AACN indicators; adheres to ethical and process standards for formal program evaluation; involves students and graduates; includes a variety of internal and external constituencies; provides comparison for program processes and outcomes to standards of its parent graduate school/university and selected peer groups within nursing; includes ongoing feedback to program faculty, administrators, and external constituents to promote program improvement; provides comprehensive data to determine patterns, trends, and future direction at regular intervals; and is supported with adequate human, financial, and institutional resources. The WSON has a comprehensive evaluation plan which includes all areas specified by AACN for evaluation of research-focused doctoral programs. Given that the DNS program has been in existence since 2009 it has successfully been through the KSU evaluation system for the mid-term SACS report in 2013, as well as the Assurance of Learning (AOL) process in 2013.
f. If internships or field experiences are required as part of the program, provide information documenting internship availability as well as how students will be assigned, supervised, and evaluated.
A research practicum course, NURS 9035, is a requirement of the program. Under the guidance of course faculty and the doctoral advisory committee students participate in an ongoing research project. Students may work with faculty within KSU, WCHHS and WSON on research projects, or
11 find projects outside KSU in healthcare agencies or institutions. Students will be encouraged to find ongoing research projects which reflect interdisciplinary team science.
g. Indicate the adequacy of core offerings to support the new program.
Given that the core offerings are similar to, but improved upon, the offerings of the current DNS program which has been in existence since 2009 core offerings are more than adequate to support the PhD program. At this point four classes of DNS students have completed all or part of the core offerings and moved into the Comprehensive Examination or Dissertation preparation phase of the program. There has been one graduate of the DNS program thus far who resigned her position as a school nurse upon graduation and took a position as a nursing faculty member at Valdosta State University. Since being hired in fall, 2012 she has received a $50,000 Robert Wood Johnson Foundation Second Careers in Nursing Scholarship, published two refereed manuscripts, made two podium presentations at international conferences, and has a book on spirituality coming out soon. These accomplishments are reflective of strong preparation for leadership as a nursing faculty scholar.
h. Indicate the method of instructional delivery.
The program will be delivered in hybrid format: 50% online and 50% on campus. Campus classes will meet once per month using traditional instructional methods such as lecture/discussion, seminar, and student presentations. The online portion of the program will be delivered asynchronously over Desire2Learn.
4.Admissions criteria. Please include required minimal scores on appropriate standardized tests and grade point average requirements.
Admission Requirements for PhD in Nursing Program 1. Official transcripts of all previous college work, graduate and undergraduate. 2. Master’s degree with a major in nursing from a nationally accredited institution.
3. Official GRE scores of 500 Verbal, 500 Quantitative, and 3.5 (minimum) analytic writing, or the equivalents on the revised exam. GRE scores will be considered from applicants whose scores are more than 5 years old (GRE reporting limit), but who can produce ―official documentation‖ of their scores.
4. A current license to practice professional nursing in the United States. (Nursing credentials of international students will be assessed individually).
5. A course in statistics.
6. A course in research at the graduate level.
7. Three letters of recommendation from individuals who can address the applicant’s abilities to do doctoral level work.
8. A curriculum vitae or resume.
9. A written statement of personal and professional interests and goals related to nursing doctoral study (1-2 pages in length). Be sure your name is on your statement.
10. Personal interview with program faculty.
12 The admissions process for the doctoral degree consists of multiple levels of review and is a highly competitive process. The final evaluation of applicant files is conducted by the WellStar School of Nursing’s Doctoral Admissions Committee. That committee, composed of doctoral program faculty representatives, employs rubrics to systematically evaluate the merits of each applicant’s admission file. The Committee’s recommendation for admission into the PhD program is based upon the Committee’s collective professional judgment of the overall merits of the applicant’s case in the context of the quality of the applicant pool and the availability of openings for doctoral student supervision with the faculty in the program’s areas of
concentration. Consequently, the more qualified applicants there are for a limited number of new student openings, the more competitive the selection process becomes. A critical aspect of the final level of review is the applicant’s interview with program faculty. Interviews are struc-tured with a predetermined set of questions to which applicants respond.
Determination of the merits of each applicant’s case focus on a number of key variables that are vitally important to a candidate’s ability to successfully complete the program at the highest level of scholarly study which includes a major applied research contribution to the profession of nursing related to leadership in nursing education or responses to health disparities. Those factors include: related undergraduate and graduate degrees (master’s required); academic performance and achievement; professional practice and employment history; verbal and writing skills; quantitative and problem solving skills; evidence of professional effectiveness and ethics; evidence of professional leadership; compatibility with program mission and goals; and other related contributions and achievements of note.
5. Availability of assistantships (if applicable).
BOR Supporting Technology Enhanced PhD Studies (STEPS) funds are available to students who are full time faculty in USG schools of nursing who commit to attending the PhD program full time. Up to $40,000 for two years is allocated to the student’s home school to support the ―buy-out‖ of 50% of their teaching load, as well as to provide other educational support such as travel, software, textbooks, and equipment.
The KSU Graduate College will provide a limited number of annual stipends of $16,000 to $20,000 to students who enroll in 24 credit hours per year. Criteria to determine qualifications for award of the stipends will be developed based on financial need, long term goals, and fit with program foci.
6. Evaluation and Assessment:
a. Provide the student learning outcomes and other associated outcomes of the proposed program
Upon successful completion of the PhD program graduates will be able to:
1. Synthesize knowledge of the theoretical foundations of nursing and related fields.
13 2. Integrate acquired knowledge into a philosophical and intellectual
frame of reference that can be applied to nursing education and practice-based solution to health and healthcare problems. 3. Advance the body of nursing knowledge by identifying gaps in
the knowledge base of practice, conducting research and
evaluation of nursing interventions and healthcare outcomes, and disseminating evidence-based solutions to problems within healthcare.
4. Demonstrate leadership, analytical, and collaborative strategies in the development and implementation of population-based
healthcare models and healthcare responses to health disparities locally and globally.
5. Demonstrate leadership, analytical, and collaborative strategies in the development and implementation of innovative and outcome focused nursing curriculum models incorporating nursing, philosophy, and education theories to facilitate student learning and success.
b. Describe how the institution will monitor and ensure the quality of the degree program.
The quality of academic programs is monitored annually through the KSU Assurance of Learning (AOL) and the Comprehensive Program Review (CPR) processes that ―articulate the goals of each academic program and general education, gain feedback on each unit’s progress towards achieving those goals, and use the feedback to modify the academic program and general education to ensure that the goals are effectively achieved‖ (Center for Teaching and Learning, n.d.). Additionally, student admission, progression, retention, and graduation data will be monitored.
The university also monitors and ensures program quality through the Southern Association of Colleges and Schools (SACS) accreditation process. KSU recently completed the mid-cycle retrospective review report for SACS, in which the current DNS program was positively reviewed.
7. Administration of the program:
a. Indicate where the program will be housed within the academic units of the institution.
The PhD in nursing program will be housed in the WellStar School of Nursing, WellStar College of Health and Human Services, and Kennesaw State University.
b. Describe the administration of the program inclusive of coordination and responsibility.
14 The proposed PhD program will be administered through existing structures of the WellStar
College of Health and Human Services, the WellStar School of Nursing, and the Office of the Graduate College, Kennesaw State University. The coordinator of the PhD program will report to the Associate Director for Graduate Degree Programs, the Director of the WellStar School of Nursing, and ultimately the Dean of the WellStar College of Health and Human Services, who himself is a nursing scholar with doctoral teaching experience. Currently the same graduate faculty member holds the positions of Director of the WSON and DNS program coordinator. In June 2013 the current Associate Director for Graduate Degree Programs will resign her position and a new Associate Director for Graduate Programs with doctoral teaching experience will be sought to coordinate the PhD program, as well as other graduate nursing programs. The WSON Director and coordinator of the DNS program is a nursing scholar who has been a nurse educator for 37 years, with 20 years of doctoral teaching experience. She designed, developed, implemented and has coordinated the KSU DNS program since its inception in 2008. She coordinated the PhD in nursing program at Texas Woman’s University in Denton, Texas for more than five years prior to coming to KSU and taught in the PhD program at Georgia State University for 12 years.
8. Waiver to Degree-Credit Hour (if applicable): If the program exceeds the maximum credit hour requirement at a specific degree level, then provide an explanation
supporting the increase of hours (NOTE: The maximum for bachelor’s degrees is 120-semester credit hours and the maximum for master’s degrees is 36-120-semester credit hours).
The PhD in nursing does not exceed maximum credit hour requirements for the degree. 9. Accreditation (if applicable): Describe the program’s alignment with disciplinary
accreditation requirements and provide a time line for pursuing accreditation. Indicate the source of institutional funding that will be used, if needed, for the accreditation process.
Again, while no accrediting agencies accredit nursing doctoral programs, the proposed PhD program will follow the criteria set forth by the American Association of Colleges of Nursing Position Statement of Indicators of Quality in Research-Focused Doctoral Programs in Nursing (2001) (See Appendices A & B). Compliance with the quality indicators is outlined previously in the proposal.
The PhD in nursing program is the third PhD program to be proposed at KSU and will not
constitute a substantive change. While no SACS visit will be required, SACS has been notified of the proposed program and all program materials will be submitted for SACS review. University, college, school and program administrators will work closely with SACS to meet requirements.
10. External Reviews (This item only applies to doctoral level programs): Provide a list of five to eight reviewers, external to the System, from aspirational or comparable
programs/institutions. This list should contain contact information for each reviewer, and include an explanation of why the reviewer was suggested. The list should not
15 include individuals for whom the department or institution has consulted during the process of program proposal development.
The following reviewers were chosen because they represent the KSU Aspirational Metropolitan University Comparators with PhD in nursing programs.
Dr. Michele Davidson, PhD program director School of Nursing
George Mason University Prince William Campus MS 6C6 10900 University Blvd.
Manassas, Virginia 20110-2203
Dr. Jennifer Gray, Interim Director and Chair Graduate Nursing College of Nursing
University of Texas at Arlington 411 S. Nedderman Drive, Box 19407 Arlington, Texas 76019-0407
Dr. Mary Anthony, PhD Program Director College of Nursing
Kent State University Henderson Hall, Rm. 219 Kent, Ohio 44242-0001
Dr. Beth Barba, PhD Program Director 101 McIver House
University of North Carolina-Greensboro School of Nursing
P.O. Box 26170
Greensboro, N.C. 27402-6170
Dr. Jean Bachman, PhD Program Director University of Missouri-St. Louis
234 Nursing Administration Bldg. College of Nursing-South Campus St. Louis, Missouri 63212-4400
Dr. Christine Williams, PhD Program Director Christine E. Lynn College of Nursing
Florida Atlantic University 777 Glade Road
Boca Raton, Florida 33431
Florida Atlantic University started a DNS program in 2002 which converted to a PhD in 2006 Dr. Susan K. Chase, Associate Professor for Graduate Affairs
University of Central Florida College of Nursing University Tower, Rm. 324
12201 Research Parkway, 3rd Floor Orlando, Fl. 32826
16
11. Enrollment Projections and Monitoring:
a. Provide projected enrollment for the program during the first three years of implementation. (NOTE: These projections will be used to monitor enrollment following program implementation.)
Student Majors: There are currently 12 students in the DNS program (admissions were suspended in fall 2013 due to limited numbers of applicants). All but 3 of the current students are in the Comprehensive Examination/Dissertation phase and are only registering for 3 hours of dissertation credit per semester. It is anticipated by years three and four of the new PhD program some of the current DNS students will have graduated. It is projected 5 new students will be admitted in year one, 8 in years two and three, and 10 in year four. Full-time course work requires two years plus dissertation and part-time course work requires three years plus dissertation, thus the Total Majors totals. It is somewhat difficult to determine enrollments by year since students may attend the program full time (9hrs per semester) or part time (6hrs per semester) and that cannot be determined until admission.
Course Sections Satisfying Program Requirements: As is the custom across the country with research-focused nursing doctoral programs and given that the program curricula are the same, upon approval of the PhD program, students currently in the DNS program will automatically convert to the PhD program. Thus the number of course sections previously existing reflect students completing coursework and dissertation hours, and ―new‖ course sections reflect newly enrolled students.
Credit Hours Generated by Those Courses: Each course or course enrollment in the program is 3 hours, thus the numbers of existing enrollments of students already enrolled in the DNS program and new enrollments of students admitted to the PhD program.
b. Explain the specific methodology used to determine these projections and verify their accuracy, especially if new student enrollment will be needed to sustain funding for the program. Indicate whether enrollments will be cohort-based. See above explanations for ENROLLMENT PROJECTIONS
First FY Second FY Third FY Fourth FY I. ENROLLMENT PROJECTIONS Student Majors
Shifted from other programs 12 12 8 6
New to the institution 5 13 21 31
Total Majors 17 25 29 37
Course Sections Satisfying Program Requirements
Previously existing 12 12 8 6
New 9 8 4 4
17
Credit Hours Generated by Those Courses
Existing enrollments 36 36 24 18
New enrollments 27 24 12 12
Total Credit Hours 63 60 36 30
12. Provide the year when the program is expected to be reviewed in the institution’s comprehensive program review process.
The program would have to be reviewed by December 2015: four semesters after implementation. 13. Describe anticipated actions to be taken if enrollment does not meet projections.
A marketing and recruitment plan would be implemented consisting of print and online media, open houses, recruitment tours to schools of nursing, hospitals and healthcare institutions throughout Georgia and the region, and flyers distributed at nursing conferences and workshops.
14. Faculty Qualifications & Capacity:
a. Provide an inventory of faculty directly involved with the program. On the list below indicate which persons are existing faculty and which are new hires. For each faculty member, provide the following information:
Faculty Name Rank Highest Degree Degrees Earned Academic Discipline Area of Specialization Current Workload Amason, Janeen Assistant Professor PhD BSN, MSN Nursing
Women’s health &
Research 3-2
1
Ballard,
Nancy Professor MSN BSN Nursing Health Policy 2-2
Blake, Barbara Professor Ph.D. BSN, MSN Nursing HIV/AIDs Care Research 2-2 Brannan,
Jane Professor EdD.
BSN, MSN Nursing Nursing Education Research 2-2 Bremner, Marie Professor D.N.S. BSN, MSN Nursing Alternative Therapies / Research 3-2 Camann, Mary Ann Associate Professor Ph.D. BSN,
MSN Nursing Mental Health 3-2
de Chesnay, Mary Professor D.N.S. BSN, MSN Nursing Mental Health/Health Policy 2-2 Dorman, Betty R. Professor Ph.D. ASN,BSN, MSN Nursing Nursing Education/Theory 2-2 Eaves, Yvonne Associate Professor Ph.D. BSN, MSN Nursing Gerontology/ Research 2-2
18 Flynn, Janice Associate Professor D.N.S BSN, MSN Nursing Genetics and Research 1-1 Hart, Patricia Assistant Professor Ph.D. BSN, MSN Nursing
Acute Care and
Research 2-2
Hold,
Judith Lecturer EdD.
BSN
MSN Nursing End-of-Life, Ethics 3-2 Holtz,
Carol Professor Ph.D.
BSN,
MSN Nursing
Global Health &
Research 3-2
Jones, Jackie
Associate
Professor EdD. MSN Nursing
Nursing practice &
Leadership 2-2 King, Marilyn Associate Professor D.N.S. BSN,
MSN Nursing Historical Research 2-2 Long,
Janice
Associate
Professor Ph.D. MSN Nursing
Diabetic Care and
Research 2-2 Mareno, Nicole Assistant Professor Ph.D. BSN, MSN Nursing Pediatric Obesity and Research 3-2 Myers, Rachel Associate Professor Ph.D. BSN, MSN Nursing
Diabetic Care and
Research 3-2
Nelms,
Tommie Professor Ph.D.
BSN,
MSN Nursing
Women’s Health and
Research 1-1 Faculty Name Rank Highest Degree Degrees Earned Academic Discipline Area of Specialization Current Workload Payne, Lois Professor Ph.D. BSN, MSN Nursing Nursing Administration 3-2 Robley, Lois Professor Emeritus Ph.D. BSN, MSN Nursing
Ethics and
End-of-Life 1-1 Shabo, Rebecca Associate Professor Ph.D. BSN, MSN Nursing Pediatrics & Research 2-2 Sowell, Richard Professor Ph.D. BSN,
MSN Nursing HIV/AIDS Research 1-1
Taylor, Gloria Professor D.N.S. BSN, MSN Nursing Community HIV Research 2-2 Wagner, V. Doreen Associate Professor Ph.D. ASN, MSN Nursing Biobehavioral Research 3-2 Wells, Judy Associate Professor Ph.D. BSN,
MSN Nursing Sleep Research 3-2
White, Mary Anne Professor D.N.S. BSN, MSN Nursing Leadership 2-2 Wilson, Astrid Professor Ph.D. BSN,
MSN Nursing Pediatric Research 3-2 Note 1: Ballard, Nancy is currently in a Ph.D. Program
19 Total Number of Faculty: 28
b. If it will be necessary to add faculty to support the program, give the desired qualifications of the persons to be added, and a timetable for adding new faculty. It will not be necessary to add faculty to support the program. With any new or vacant faculty lines WSON seeks to find highly qualified nursing faculty who can make a strong contribution across programs. Experienced nursing faculty who reflect diversity and who possess established programs of research are always a priority.
c. If existing faculty will be used to deliver the new program, include a detailed faculty load analysis that explains how additional courses in the new program will be covered and what impact the new courses will have on faculty current workloads. (For example, if program faculty are currently teaching full loads, explain how the new course offerings will be accommodated.)
15. Budget – Complete the form below and provide a narrative to address the following: Given that the DNS program has been in existence since 2009 and will continue to operate until such time as the PhD in nursing program is approved with seamless transition from one program to the other, the resources are already in place to support the program. Expenditures and revenue have been in place since 2009 to support a research-focused nursing doctoral program of either title and will continue to be in place. Existing faculty are adequate to deliver the program and existing faculty lines are in place to replace the program coordinator in July 2014.
a. For Expenditures:
i. Provide a description of institutional resources that will be required for the program (e.g., personnel, library, equipment, laboratories, supplies, and capital expenditures at program start-up and recurring).
ii. If the program involves reassigning existing faculty and/or staff, include the specific costs/expenses associated with reassigning faculty and staff to support the program (e.g. cost of part-time faculty to cover courses currently being taught by faculty being reassigned to the new program or portion of full-time faculty workload and salary allocated to the
program). b. For Revenue:
i. If using existing funds, provide a specific and detailed plan indicating the following:
1. Source of existing funds being reallocated.
2. How the existing resources will be reallocated to specific costs for the new program.
3. The impact the redirection will have on units that lose funding. ii. Explain how the new tuition amounts are calculated.
iii. Explain the nature of any student fees listed (mandatory fees, program fees, etc.).
20 iv. If revenues from Other Grants are included, please identify each grant
and indicate if it has been awarded.
v. If Other Revenue is included, identify the source(s) of this revenue and the amount of each source.
c. When Grand Total Revenue is not equal to Grand Total Costs: i. Explain how the institution will make up the shortfall.
ii. If the projected enrollment is not realized, provide an explanation for how the institution will cover the shortfall.
21 I. EXPENDITURES First FY Dollars Second FY Dollars Third FY Dollars Fourth FY Dollars Personnel – reassigned or existing
positions
Faculty (see 15.a.ii)
Part-time Faculty (see 15 a.ii) Graduate Assistants (see 15 a.ii) Administrators(see 15 a.ii) Support Staff (see 15 a.ii) Fringe Benefits
Other Personnel Costs
Total Existing Personnel Costs EXPENDITURES (Continued) Personnel – new positions (see 15 a.i) Faculty Part-time Faculty Graduate Assistants Administrators Support Staff Fringe Benefits Other personnel costs Total New Personnel Costs
Start-up Costs (one-time expenses) (see 15 a.i)
Library/learning resources Equipment
Other
Physical Facilities: construction or renovation (see section on Facilities) Total One-time Costs
Operating Costs (recurring costs – base budget) (see 15 a.i)
Supplies/Expenses Travel
Equipment
Library/learning resources Other
Total Recurring Costs GRAND TOTAL COSTS
22 III. REVENUE SOURCES
Source of Funds
Reallocation of existing funds (see 15 b.i) New student workload
New Tuition (see 15 b.ii) Federal funds
Other grants (see 15 b.iv) Student fees (see 15 b.iii) Other (see 15 b.v)
New state allocation requested for budget hearing
Nature of Funds Base budget One-time funds
GRAND TOTAL REVENUES (see 15 c.i & c.ii)
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16. Facilities—Complete the table below.
Total GSF
a. Indicate the floor area required for the program in gross square feet (gsf). When addressing space needs, please take into account the projected enrollment growth in the program over the next 10 years.
Prillaman Hall contains 190,000 gsf b. Indicate if the new program will require new space or use existing space. (Place an
“x” beside the appropriate selection.)
Type of Space Comments
i. Construction of new space is required The space in Prillaman Hall is more than adequate for the current and future research-focused doctoral program in nursing.
ii. Existing space will require modification iii. If new construction or renovation of existing
space is anticipated, provide the justification for the need.
iv. Are there any accreditation standards or guidelines that will impact facilities/space needs in the future? If so, please describe what the impact will be.
v. Will this program cause any impacts on the campus infrastructure, such as parking, power, HVAC, etc. If so, indicate the nature of the impact, estimated cost and source of funding. vi. Existing space will be used as is
c. If new space is anticipated, provide information in space below. i. Estimated construction cost
ii. Estimated total project budget cost iii. Proposed source of funding
iv. Availability of funds
v. When will the construction be completed and ready for occupancy? (Indicate semester and year).
vi. How will the construction be funded for the new space/facility?
vii. Indicate the status of the Project Concept Proposal submitted for consideration of project
24 authorization to the Office of Facilities at the
BOR. Has the project been authorized by the BOR or appropriate approving authority?
d. If existing space will be used, provide information in space below.
Provide the building name(s) and floor(s) that will house or support the program. Indicate the campus, if part of a multi-campus institution and not on the main campus. Please do not simply list all possible space that could be used for the program. We are interested in the actual space that will be used for the program and its availability for use.
Prillaman Hall will be used for the program.
e. List the specific type(s) and number of spaces that will be utilized (e.g. classrooms, labs, offices, etc.)
i. No. of Spaces
Type of Space Number of
Seats Assignable Square Feet (ASF) Classrooms Labs (dry) Labs (wet) 4 Meeting/Seminar Rooms 25 2,040 Offices
Other (specify) Graduate student lounge 510
Total Assignable Square Feet (ASF)
ii. If the program will be housed at a temporary location, please provide the information above for both the temporary space and the permanent space. Include a time frame for having the program in its permanent location.
Chief Business Officer or Chief Facilities Officer Name & Title
Phone No. Email Address
John Anderson 770-499-3132 [email protected]
Signature
Note: A Program Manager from the Office of Facilities at the System Office may contact you with further questions separate from the review of the new academic program.
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APPENDIX A
AACN Position Statement Updated November 2001
Indicators of Quality in Research-Focused Doctoral Programs in Nursing
Position Statement: Schools of nursing must consider the indicators of quality in evaluating their ability to mount research-focused doctoral programs. High quality programs require a large number of increasingly scarce resources and a critical mass of faculty and students. The Indicators of Quality in Research-Focused Doctoral Programs in Nursing represent those indicators that should be present in a research-focused program.
There is considerable consensus within the discipline that while there are differences in the purpose and curricula of PhD and DNS programs, most programs emphasize preparation for research. Therefore, AACN recommends continuing with a single set of quality indicators for research-focused doctoral programs in nursing whether the program leads to a PhD or a DNS degree.
Research-focused doctoral programs prepare students to pursue intellectual inquiry and conduct independent research for the purpose of extending knowledge. In the academic
community, the PhD, or Doctor of Philosophy degree, is the most commonly offered research- focused degree. However, some schools for a variety of reasons may award a Doctor of
Nursing Science (DNS or DNSc) as the research-focused doctoral degree. Individuals
educated in research-focused doctoral programs are traditionally prepared to pursue careers in research and teaching. Graduates of these programs also are prepared to pursue careers in the fields of nursing and health care administration and policy. The purposes of the research- focused doctoral degree are to prepare for a lifetime of intellectual inquiry, creative
scholarship, and research; provide preparation that leads to careers in government, business, and industry as well as academia; and result in extension of knowledge (CGS, 1977). Professional doctoral programs are relatively new in nursing. The distinguishing factor of these programs is the emphasis on research application. Graduates of the professional degree program are prepared to function in advanced practice roles, as well as administrative, executive, public policy, and teaching roles.
The Nursing Doctorate (ND) degree prepares individuals for practice and is not a research-focused degree.
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Indicators of Quality in Research-Focused Doctoral Programs in Nursing Faculty
I. Represent and value a diversity of backgrounds and intellectual perspectives. II. Meet the requirements of the parent institution for graduate research and doctoral education; substantial proportion of faculty hold earned doctorates in nursing.
III. Conceptualize and implement productive programs of research and scholarship that: A. Are developed over time and build upon previous work;
B. Are at the cutting edge of the field of inquiry;
C. Are congruent with research priorities within nursing and its constituent communities; D. Include a substantial proportion of extramural funding; and
E. Attract and engage students.
IV. Outcome indicators of productive programs of research and scholarship include: A. Extramural grant awards in support of research or scholarship;
B. Peer-reviewed publications of research, theory, or philosophical essays; C. Presentations of research, theory, or philosophical essays;
D. Scientific review activities such as with NIH study sections and other grant application review groups;
E. Editorial review activities;
F. State, regional, national, or international recognition as a scholar in an identified area; and G. Evidence of influence on science policy throughout the field.
V. Create an environment in which mentoring, socialization of students and the existence of a community of scholars is evident.
VI. Assist students to understand the value of programs of research and scholarship that continue over time and build upon previous work.
VII. Identify, generate, and utilize resources within the university and broader community to support program goals.
VIII. Devote a significant proportion of time to dissertation advisement; generally each
faculty member should serve as the major adviser/chair for no more than 3-5 students during the dissertation phase.
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Programs of Study
The emphasis of the program of study is consistent with the mission of the parent institution, the discipline of nursing, and the degree awarded. The faculty's areas of expertise and
scholarship determine specific foci in the program of study. Requirements and their sequence for progression in the program are clear and available to students in writing. Common elements of the program of study are outlined below.
I. Core and related course content - the distribution between nursing and supporting content is consistent with the mission and goals of the program and the student's area of focus and course work is included in:
A. Historical and philosophical foundations to the development of nursing knowledge; B. Existing and evolving substantive nursing knowledge;
C. Methods and processes of theory/knowledge development; D. Research methods and scholarship appropriate to inquiry; and
E. Development related to roles in academic, research, practice, or policy environments. II. Elements for formal and informal teaching and learning focus on:
A. Analytical and leadership strategies for dealing with social, ethical, cultural, economic, and political issues related to nursing, health care, and research;
B. Progressive and guided student scholarship research experiences, including exposure to faculty's interdisciplinary research programs;
C. Immersion experiences that foster the student's development as a nursing leader, scholarly practitioner, educator, and/or nurse scientist; and
D. Socialization opportunities for scholarly development in roles that complement students' career goals.
III. Outcome indicators for the programs of study include:
A. Advancement to candidacy requires faculty's satisfactory evaluation (e.g., comprehensive exam) of the student's basic knowledge of elements I-A through I-E identified above;
B. Dissertations represent original contributions to the scholarship of the field; C. Systematic evaluation of graduate outcomes is conducted at regular intervals;
D. Within 3-5 years post-completion, graduates have designed and secured funding for a research study OR within 2 years post-completion, graduates have utilized the research process to address an issue of importance to the discipline of nursing or health care within their employment setting;
E. Employers report satisfaction with graduates' leadership and scholarship at regular intervals post-completion; and
F. Graduates' scholarship and leadership are recognized through awards, honors, or external funding at 3-5 years post-completion.
28
Resources
I. Sufficient human, financial, and institutional resources are available to accomplish the goals of the unit for doctoral education and faculty research.
A. The parent institution exhibits the following characteristics:
1) Research is an explicit component of the mission of the parent institution; 2) An office of research administration;
3) A record of peer reviewed external funding; 4) Post-doctoral programs;
5) Internal research funds;
6) Mechanisms that value, support, and reward faculty and student scholarship and role preparation; and
7) A university environment that fosters interdisciplinary research and collaboration. B. The nursing doctoral program exhibits the following characteristics:
1) Research active faculty as well as other faculty experts to mentor students in other role preparations.
2) Technical support for:
(a) Peer review of proposals and manuscripts in their development phases; (b) Research design expertise;
(c) Data management and analysis support; (d) Hardware and software availability; and
(e) Expertise in grant proposal development and management. 3) Space sufficient for:
(a) Faculty research needs;
(b) Doctoral student study, meeting, and socializing; (c) Seminars; and
(d) Small group work.
C. Schools of exceptional quality also have: 1) Centers of research excellence;
2) Endowed professorships;
3) Mechanisms for financial support to allow full-time study; and 4) Master teachers capable of preparing graduates for faculty roles.
II. State-of-the-art technical and support services are available and accessible to faculty, students, and staff for state of the science information acquisition, communication, and management.
29
III. Library and database resources are sufficient to support the scholarly endeavors of faculty and students.
Students
I. Students are selected from a pool of highly qualified and motivated applicants who represent diverse populations.
II. Students' research goals and objectives are congruent with faculty research expertise and scholarship and institutional resources.
Ill. Students are successful in obtaining financial support through competitive intramural and extramural academic and research awards.
IV. Students commit a significant portion of their time to the program and complete the program in a timely fashion.
V. Students establish a pattern of productive scholarship, collaborating with researchers in nursing and other disciplines in scientific endeavors that result in the presentation and publication of scholarly work that continues after graduation.
Evaluation
The evaluation plan:
I. Is systematic, ongoing, comprehensive, and focuses on the university's and program's specific mission and goals;
II. Includes both process and outcome data related to these indicators of quality in research-focused doctoral programs;
III. Adheres to established ethical and process standards for formal program evaluation, e.g., confidentiality and rigorous quantitative and qualitative analyses;
IV. Involves students and graduates in evaluation activities;
V. Includes data from a variety of internal and external constituencies;
VI. Provides for comparison of program processes and outcomes to the standards of its parent graduate school/university and selected peer groups within
nursing;
VII. Includes ongoing feedback to program faculty, administrators, and external constituents to promote program improvement;
30
VIII. Provides comprehensive data in order to determine patterns and trends and recommend future directions at regular intervals; and
IX. Is supported with adequate human, financial, and institutional resources.
Background
In order to meet its social responsibility to enhance the health of people through the discovery and dissemination of knowledge, the American Association of Colleges of Nursing (AACN) has established indicators of quality for research-focused doctoral programs in nursing. Despite steady growth in the number of doctoral programs, graduations have remained relatively flat. At the same time the profession faces a serious future shortage of nursing
faculty and an increased demand/or doctoral/y prepared nurses for administrative and clinical positions. Therefore, nursing must explore a range of options for increasing the number of doctoral graduates.
AACN first developed a set of indicators for quality doctoral education in 1986. A revised set of indicators was approved by the membership in 1993. In 1999, in order to remain current and in response to concerns over an impending shortage of doctorally prepared faculty, a rapid growth in the number and types of doctoral programs in nursing, and concern regarding
resources available to support the increased number of programs, the AACN Board of Directors appointed a task force to revise the quality indicators for doctoral programs and address
differences among PhD, DNSc/DNS/DSN (hereafter referred to as DNS), and ND degrees. To address the charge, the task force gathered input from a number of sources. First, 1999 AACN Doctoral Conference participants, in small discussion groups, provided feedback on the relevance and appropriateness of the current indicators and made suggestions for revision. Participants expressed general satisfaction with the 1993 indicators but sought greater
specificity, greater emphasis on outcomes to be achieved, and recognition of all types of doctoral programs.
The nursing and higher education literature and consultants in higher education provided a second source of input for the work of the task force. Consultants included Marilyn Baker of the National Research Council, National Academy of Sciences, and Marsha Landolt,
representing The Pew Charitable Trusts' Re-envisioning the PhD project. Third, in November 1999 the task force conducted surveys of all nursing schools with doctoral programs or proposed doctoral programs and a convenience sample of non-academic settings employing doctorally prepared nurses. Fourth, a representative of the task force participated in the Pew
Re-envisioning the PhD project working conference (April 2000) and the Third Biennial
International Conference on Professional Doctorates (September 2000). Finally, a forum was conducted at the fall 2000 AACN Semi-annual Meeting (October 2000) to review the draft indicators.
