Fostering scholarship in doctoral education: Using a social capital framework to support PhD student writing groups

Tyndall, Deborah E.; Forbes, Thompson H.; Avery, Jeanette; Powell, Shannon Baker

doi:10.1016/j.profnurs.2019.02.002

Cited by 25 publications

(15 citation statements)

References 29 publications

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“…Capital social y los resultados de los grupos de investigación, desarrollo tecnológico e innovación Barrios-Hernández en el que examinaron la influencia del capital social, descubrieron que un fuerte factor social respaldaba sus esfuerzos para participar como académicos, ser responsables de sus escritos y hacer contribuciones a la comunidad investigadora. Las estrategias para fomentar la generación de investigaciones se proporcionan utilizando las tres dimensiones del capital social: estructural, relacional y cognitivo (Tyndall et al, 2019).…”

Section: Otros Antecedentesunclassified

Capital social y los resultados de los grupos de investigación, desarrollo tecnológico e innovación del departamento del Atlántico, Colombia

Barrios-Hernández¹,

Villaverde²,

Ruiz‐Ortega³

2021

Inf. tecnol.

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El objetivo del presente estudio es determinar la relación entre el capital social (bonding y bridging) y los resultados de los grupos de investigación, desarrollo tecnológico e innovación de las instituciones de educación superior (IES) en el Departamento del Atlántico, Colombia. Se analizó la literatura existente (Scielo, Scopus, Elsevier y Emerald) entre el año 2010 y 2020. Se compararon los referentes bibliográficos de capital social con los indicadores del perfil de colaboración de los grupos de investigación categorizados por el Ministerio de Ciencia y Tecnología del Departamento del Atlántico. Los principales hallazgos destacan que las relaciones que los investigadores establecen, permiten generar valor institucional porque promueven el aprendizaje y responden a necesidades del entono. Se concluye que siendo las IES generadoras de nuevo conocimiento, parte de sus resultados se ven representados por la relación interna y externa de los grupos de investigación, los cuales facilitan y fortalecen el trabajo en la medida que establecen conexiones de cohesión y cooperación.

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Section: Otros Antecedentesunclassified

Capital social y los resultados de los grupos de investigación, desarrollo tecnológico e innovación del departamento del Atlántico, Colombia

Barrios-Hernández¹,

Villaverde²,

Ruiz‐Ortega³

2021

Inf. tecnol.

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“…The shortage of nurse scientists simultaneously limits the impact that nursing science can have and the development of the next generation of researchers (Tyndall, Forbes, Avery, & Powell, ). Many later career nurse scientists are nearing retirement, which will further reduce the workforce (Broome & Corazzini, ), and will leave a major gap in the ability of qualified mentors to train the next generation (Brant, ).…”

Section: Barriers and Facilitators Along The Career Stages Of The Phdmentioning

confidence: 99%

“…Therefore, students should take advantage of writing resources available, such as scholarly writing and grant writing courses, writing tutors and University writing centers, and publications on writing. Conn et al () provide strategies for building author competence among PhD students; additional tips for nursing PhD program success have been described by others (American Association of Colleges of Nursing, ; Armstrong et al, ; Conn et al, ; Tyndall et al, ). Student writing groups not only can assist in providing peer support to accomplish the task of writing but also enhance the student’s capacity for scholarship (Tyndall et al, ).…”

Section: During a Phd Programmentioning

confidence: 99%

Strategies and Resources for Increasing the PhD Pipeline and Producing Independent Nurse Scientists

Stanfill

Aycock

Dionne-Odom

et al. 2019

J of Nursing Scholarship

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Nurse scientists play an indispensable role in developing new knowledge to advance the health of patients, families, and communities. Yet PhD nurse enrollment has significantly dropped, and many later career nurse scientists are nearing retirement. The purpose of this article is to outline potential strategies to enhance the PhD nurse pipeline. Potential strategies are identified at three distinct time points along the PhD trajectory: (a) prior to a PhD program (increasing the pipeline), (b) during a PhD program (enhancing graduation rates and transitioning into research‐focused careers), and (c) in the postdoctoral or early career period (establishing scholarly independence and an active program of research). Talented students should be approached early on in their education to ascertain interest in a scientific research‐based career, and all students could be engaged in research opportunities while in undergraduate programs. During a PhD program, supportive mentors are a key component for student success and may provide assistance in obtaining ongoing funding and scholarship support. Throughout doctoral study and into early career, less structured opportunities can be influential, including conference support, online and face‐to‐face training, and ongoing funding and scholarship support for postdoctoral study or fellowships. At each career stage, there should be a focus on designing scientifically sound nursing research that will impact outcomes in measurable and sustainable ways. We must not focus our attention only on student recruitment. Public messaging efforts are needed to raise awareness of the role of nurse researchers. In addition, several stakeholders play a role in increasing the PhD pipeline and producing independent nurse scientists, and they should be acknowledged in these efforts. The strategies described may be beneficial for any nurse contemplating a research career as well as for those who may serve as mentors to these individuals. More broadly, these strategies may be employed by colleges and universities, funding bodies, professional nursing societies, and healthcare organizations in the United States and abroad. Increasing the PhD pipeline, and fostering a more robust field of independent nurse scientists, will translate into improved patient outcomes.

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“…Some have examined longer term writing groups for their role in reducing writing anxiety, suggesting that such interventions can enhance student confidence (Ferguson, 2009;Fergie et al, 2011;Oluwole et al, 2018). The support of the group boosts students' perceptions of motivation and productivity (Noone and Young, 2019) by giving members of the group a sense of community (Aitchison and Lee, 2006) and peer support (Fergie et al, 2011;Tyndall et al, 2019). By opening up discussions with fellow writers, participants develop their own academic literacy and identity (Boud and Lee, 2007;Cuthbert, Spark and Burke, 2009;Mantai, 2017;Papen and Theriault, 2018) further building confidence.…”

Section: Introductionmentioning

confidence: 99%

Impact of writing workshops on doctoral student wellness

Buckley

Sætnan

Gerber

et al. 2021

jldhe

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Few interventions addressing student wellbeing have been designed or evaluated specifically with doctoral students in mind despite the doctoral experience being distinct from that of other students. We therefore explore the benefits of interventions designed specifically to address a key source of stress or anxiety for doctoral students, namely thesis writing. This research uses a mixed-methods approach to explore the ways in which doctoral thesis writing support sessions, in the form of writing workshops or writing retreats, can reduce the stress and anxiety associated with thesis writing specifically or academic writing more generally. Firstly, we quantified the reduction in writing related stress and anxiety associated with workshop participation using a survey completed before and after workshop attendance. Subsequently, we gathered student experiences of workshop participation through focus group interviews. Survey responses showed a clear reduction in participants’ levels of stress and anxiety related to thesis writing and focus group respondents described many clear benefits of participating in writing support sessions. We conclude that participation in thesis writing workshops and writing retreats is a valuable strategy for reducing stress and anxiety associated with thesis writing. The sense of empowerment and confidence that comes from discussing thesis writing in a supportive environment with others in the same situation, and the opportunity to experiment with new tools and strategies, is very valuable for improving the wellbeing of doctoral students.

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Fostering scholarship in doctoral education: Using a social capital framework to support PhD student writing groups

Cited by 25 publications

References 29 publications

Capital social y los resultados de los grupos de investigación, desarrollo tecnológico e innovación del departamento del Atlántico, Colombia

Capital social y los resultados de los grupos de investigación, desarrollo tecnológico e innovación del departamento del Atlántico, Colombia

Strategies and Resources for Increasing the PhD Pipeline and Producing Independent Nurse Scientists

Impact of writing workshops on doctoral student wellness

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