Evaluating the Outcomes of a Distance-Accessible PhD Program

Broome, Marion E.; Halstead, Judith A.; Pesut, Daniel J.; Rawl, Susan M.; Boland, Donna

doi:10.1016/j.profnurs.2010.09.011

Cited by 23 publications

(12 citation statements)

References 7 publications

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“…Development of the non-traditional model was based on concerns that professional and family obligations held by nurses pursuing postdoctoral studies, who on average are older than their counterparts in other disciplines (Robert Wood Johnson Foundation [RWJF], 2013), would prevent some candidates from participating in the traditional option. The non-traditional program’s development was also informed by the success, as gauged by favorable student ratings, of summer-intensive postdoctoral educational programs in nursing (Gennaro, Deatrick, Dobal, Jemmott, & Ball, 2007), and doctoral programs that blend on-site summer experiences with distance-accessible learning and mentoring opportunities (Broome, Halstead, Pesut, Rawl, & Boland, 2011). Postdoctoral fellows enrolled in the traditional path complete all of the program requirements at UMB and DF/HCC.…”

Section: Program Structurementioning

confidence: 99%

A new model for postdoctoral training: The Nursing Postdoctoral Program in Cancer and Health Disparities

et al. 2015

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The University of Massachusetts Boston and Dana-Farber/Harvard Cancer Center joined forces in 2009 to create a Postdoctoral Nursing Research Fellowship in Cancer and Health Disparities. In combining the resources of a large university and a research-intensive service institution, the postdoctoral program provides a new model for preparing nurse scientists to conduct independent research that advances nursing knowledge and interdisciplinary understanding of complex health issues. The multi-faceted program consists of educational programming, research training, and career planning components. Additionally, each fellow is assigned a nurse scientist mentor and interdisciplinary co-mentor. The mentors support the fellows with scholarly activities and research training and help the fellows craft individualized career plans, including proposals for post-fellowship career development research. In this article, the postdoctoral program leaders describe the program structure, strategies used to recruit minority and non-minority candidates, and data describing program outcomes, and share lessons learned and recommendations for organizations that may be interested in establishing similar postdoctoral fellowships at their institutions.

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Section: Program Structurementioning

confidence: 99%

A new model for postdoctoral training: The Nursing Postdoctoral Program in Cancer and Health Disparities

et al. 2015

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“…Online mentoring serves the same functions as traditional mentoring and can be just as effective, providing similar benefits (de Janasz & Godshalk, 2013;Welch, 2017; see Table 2). Students in multiple studies have reported high satisfaction with online mentoring and their positive experience with peer groups (Broome et al, 2011;Jacobs et al, 2015). Online mentoring can be used to guide graduate students in areas of professional development as well as in their research (Doyle et al, 2016).…”

Section: Positive Aspects Of Online Mentoringmentioning

confidence: 99%

Mentoring Graduate Students Online: Strategies and Challenges

Pollard

Kumar

2021

IRRODL

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The proliferation of online graduate programs, and more recently, higher education institutions’ moves to online interactions due to the COVID-19 crisis, have led to graduate student mentoring increasingly occurring online. Challenges, strategies, and outcomes associated with online mentoring of graduate students are of primary importance for the individuals within a mentoring dyad and for universities offering online or blended graduate education. The nature of mentoring interactions within an online format presents unique challenges and thus requires strategies specifically adapted to such interactions. There is a need to examine how mentoring relationships have been, and can best be, conducted when little to no face-to-face interaction occurs. This paper undertook a literature review of empirical studies from the last two decades on online master’s and doctoral student mentoring. The main themes were challenges, strategies and best practices, and factors that influence the online mentoring relationship. The findings emphasized the importance of fostering interpersonal aspects of the mentoring relationship, ensuring clarity of expectations and communications as well as competence with technologies, providing access to peer mentor groups or cohorts, and institutional support for online faculty mentors. Within these online mentoring relationships, the faculty member becomes the link to an otherwise absent yet critical experience of academia for the online student, making it imperative to create and foster an effective relationship based on identified strategies and best practices for online mentoring.

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“…Literature Review: Graduate students desire programs that support their academic careers and offer a sense of community (Broome, Halstead, Pesut, Rawl, & Bowland, 2011;Manikowske et al, 2015). Student satisfaction is influenced by perceived effectiveness of a program at fostering academic and professional connections; graduate students are looking for knowledgeable faculty who will mentor them in teaching, research, and publication development (Broome et al, 2011;Manikowske et al, 2015).…”

mentioning

confidence: 99%

“…Student satisfaction is influenced by perceived effectiveness of a program at fostering academic and professional connections; graduate students are looking for knowledgeable faculty who will mentor them in teaching, research, and publication development (Broome et al, 2011;Manikowske et al, 2015). Hybrid graduate students desire additional interaction with faculty and peers and more program flexibility to allow them to balance family commitments and accommodate full-time work schedules (Bolliger & Halupa, 2012;Broome et al, 2011). Challenges of distance course delivery are course format (Grable, 2011), communication from a distance (Broome et al, 2011), and use of unfamiliar or unreliable technology (Dooley et al, 2003).…”

mentioning

confidence: 99%

“…Hybrid graduate students desire additional interaction with faculty and peers and more program flexibility to allow them to balance family commitments and accommodate full-time work schedules (Bolliger & Halupa, 2012;Broome et al, 2011). Challenges of distance course delivery are course format (Grable, 2011), communication from a distance (Broome et al, 2011), and use of unfamiliar or unreliable technology (Dooley et al, 2003). In addition, hybrid students' self-assessment of skills, knowledge, and ability-related competencies tends to be lower than on-campus students (Lindner, Dooley, & Murphy, 2001).…”

mentioning

confidence: 99%

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