Making Dissertations Publishable

Kearney, Margaret H.

doi:10.1002/nur.21780

Cited by 3 publications

(3 citation statements)

References 3 publications

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“…This may be because the graduate either did not attempt to submit manuscripts of their work or was unsuccessful in doing so. However, the proportion of PhD graduates with unpublished dissertation research in our sample was significantly lower than what has been reported by others both in nursing (Kearney, ) and in other fields such as psychology (Evans, Amaro, Herbert, Blossom, & Roberts, ), where the proportions of unpublished dissertations were 76% and 74.4%, respectively. An unpublished dissertation is a lost opportunity for both the graduate and the scientific community at large because research findings reported in dissertations are less likely to be cited in academic journals (Thomas, ) or included as part of systematic reviews of literature (Moyer, Schneider, Knapp‐Oliver, & Sohl, ).…”

Section: Discussioncontrasting

confidence: 84%

Dissemination of PhD Dissertation Research by Dissertation Format: A Retrospective Cohort Study

Smaldone

Heitkemper

Jackman

et al. 2019

J of Nursing Scholarship

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Purpose The study purpose was to compare dissemination of PhD dissertation research by dissertation format: traditional (five‐chapter document providing a complete and systematic account of the PhD research) versus an alternate (substudy [document containing three smaller studies but not written as stand‐alone manuscripts] or publication [document containing three or more related manuscripts intended for submission or published in a peer‐reviewed journal]) format. Design A retrospective study of all PhD dissertations (1999–2019) from one research intensive school of nursing. Methods Following identification of graduates via the school's PhD database, we searched ProQuest and PubMed databases for the dissertation and first authored peer‐reviewed publications of each graduate to determine dissertation format, study design, timing and number of dissertation research publications, and inclusion of dissertation sponsor in authorship. Data were analyzed using descriptive statistics and Wilcoxon rank sum tests. Findings Of 113 graduates, 80 (70.8%) employed a traditional format, with the remaining graduates structuring dissertations using an alternate (substudy [n = 12], publication [n = 21]) format. Of those using the traditional format, 33 graduates (41.3%) never published dissertation research findings in a peer‐reviewed journal. For those who published their dissertation research in a peer‐reviewed journal, time to first publication was 1.4 ± 2.1 years (median 1.6 years) following degree conferral. In contrast, all graduates who utilized alternate formats published one or more components of their dissertation research with shorter time to first published manuscript (‐0.6 ± 1.1 years; median ‐0.5 years; p < .001). Number of peer‐reviewed publications was higher for those who utilized an alternate format compared to the traditional format (2.9 ± 1.5 [median 3.0] vs. 1.8 ± 1.1 [median 1.0], p = .001). Acknowledgment of the sponsor's contribution via publication authorship was higher for those using an alternate format compared to the traditional format (100% vs. 70.2%). Conclusions Number and timeliness of peer‐reviewed publications stemming from dissertation research was higher for PhD graduates who utilized an alternate dissertation format. Alternate dissertation formats should be encouraged by PhD programs as one means to improve dissemination of PhD nursing research. Clinical Relevance Dissemination of PhD research through peer‐reviewed publications promotes the continued development of nursing science to inform nursing practice and advances the career trajectory of PhD graduates.

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Section: Discussioncontrasting

confidence: 84%

Dissemination of PhD Dissertation Research by Dissertation Format: A Retrospective Cohort Study

Smaldone

Heitkemper

Jackman

et al. 2019

J of Nursing Scholarship

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“…Although research on this topic is limited, the available evidence suggests that few dissertations are published in related fields such as clinical social work, nursing, and pediatric medicine (29%, 24%, and 25%, respectively; Fabre, 2015; Kearney, 2017; Maynard et al, 2014). To shed some light on this question in psychology, we recently investigated a stratified random cohort sample of 910 dissertations in ProQuest Dissertations and Theses (PQDT), conducted comprehensive prospective literature searches to ascertain whether they were eventually published (Evans et al, 2018).…”

Section: The Present Studymentioning

confidence: 99%

Predictors of dissertation publication in clinical and counseling psychology.

Herbert¹,

Evans²,

Guler³

et al. 2022

Training and Education in Professional Psychology

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A doctoral dissertation constitutes a student’s original research and a novel contribution to scientific knowledge. Yet, few psychology dissertations, particularly in professional subfields, are published in the peer-reviewed literature, and the reasons for this are unclear. The present study investigated student, advisor, and doctoral program variables that might predict dissertation publication in professional psychology. Using a stratified random cohort sample of 169 PhD dissertations in clinical and counseling psychology, we conducted exhaustive searches to determine whether dissertation studies were published in peer-reviewed journals within 0–7 years following their completion. Logistic regression models were estimated to test whether dissertation publication was predicted by student and advisor prior research productivity, dissertation length, and doctoral program’s training emphasis, accreditation status, and subfield. Results indicated that dissertations that were supervised by more research-productive advisors and that were relatively brief (<180 pages) were significantly more likely to be published in peer-reviewed journals. No other predictors were significant. Results are discussed with regard to implications for training and mentorship. Faculty advisors who publish frequently might be more likely to attract research-oriented students, to mentor students in preparing a publishable dissertation, and/or to encourage students to publish their dissertation research. By systematically promoting research dissemination as part of doctoral research training, graduate programs and faculty mentors in clinical and counseling psychology could help facilitate students’ sharing their dissertation findings with the scientific community.

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“…Even within disciplines, different research paths are pursued by researchers with different theoretical lenses. Mentor teams and dissertation committees must include at least one content expert, preferably with closely aligned current research, to insure that the novice's work will in fact move their shared science forward (Kearney, ).…”

Section: The Literaturementioning

confidence: 99%