Strategies to promote and sustain baccalaureate students' interest in pursuing a PhD degree in nursing

Ayoola, Adejoke B.; Kamp, Kendra; Adams, Yenupini Joyce; Granner, Josephine; DeGroot, Lyndsay; Lee, Haeun; Zandee, Gail Landheer; Doornbos, Mary Molewyk

doi:10.1016/j.profnurs.2021.07.006

Cited by 6 publications

(3 citation statements)

References 38 publications

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“…There have been numerous research studies regarding the PhD degrees. These studies have discussed various topics such as interest of students in pursuing PhD degrees (Ayoola, Kamp, Adams, Granner, DeGroot, Lee, & Doornbos, 2021), undergraduate GPA and PhD (Mendoza-Sanchez, DE Gruyter, Savage, & Polymenis, 2022), employability of local and international PhD students (Tani, 2022), success factor of PhD students (Young, VanWye, Schafer, Robertson & Poore, 2019;Van Roil, Fokkens-Bruinsma, & Jansen, 2021). Moreover, researchers (Belavy, Owen & Livingston, 2020) have also studied the topics that discuss the quality of outcome of PhD programs with respect to the inputs of the program.…”

Section: Quality Of Phd Degreesmentioning

confidence: 99%

Evaluation of Higher Education Policies: Case Study of PhD Programs in South Asia

Muhammad Muzammil Ghayas,

Salima Barkat Ali,

Shamsha Shamsy

2023

International Journal of Social Science Entrepreneurship

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This paper aims to compare quality of higher education in Pakistan and India. In this regard, data were collected concerning policies regarding admission and completion of PhD degrees in Pakistan and India through websites and notifications of Higher Education Commission (HEC) and University Grant Commission (UGC). The policies for admission and award of PhD degrees in both countries are then compared separately using Qualitative Comparative Analysis. There were four major admission criterions. Out of these four criterions, in three cases, rules set by HEC of Pakistan are relatively strict as compared to the rules set by UGC in India. Similarly, there are eight major criterions for the award of PhD degree after admission in the PhD program. Out of these eight criterions, the rules set by HEC in Pakistan and UGC in India are same for the two criterions, whereas, in the remaining six criterions, the rules set by HEC of Pakistan are strict as compared to the rules set by UGC in India. Hence, it is concluded that procedures for PhD programs in Pakistan are relatively better than that of procedures for PhD programs in India.

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Section: Quality Of Phd Degreesmentioning

confidence: 99%

Evaluation of Higher Education Policies: Case Study of PhD Programs in South Asia

Muhammad Muzammil Ghayas,

Salima Barkat Ali,

Shamsha Shamsy

2023

International Journal of Social Science Entrepreneurship

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“…In line with the research developed in other fields [10], the main objective of the present work was to foster scientific research vocation in first-year STEM students, through an experience based on a Challenge Based Learning Approach (CBL). Specific objectives of the present proposal were: (1) Perform a previous analysis on the opinion and knowledge of first-year students about PhD and research career; (2) Undergo an experience based on CBL contributing to the awareness of research careers and foster vocations; and (3) Evaluate the impact of this experience on the opinion and knowledge of students.…”

Section: Introductionmentioning

confidence: 99%

Fostering Scientific Research in Students of Technical Degrees: An Assessment and Continuation

Martínez¹,

Gil²

2023

INTED2023 Proceedings

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At present, the industry demands highly qualified professionals, a fact which is of special relevance in technical careers. However, several studies have reported that pursuing doctoral studies is not among the main objectives of first years STEM students. On the other hand, Challenge Based Learning (CBL) has arisen as a useful methodology to provide close to real environments or projects along which specific and generic competences are put into practice and therefore developed. Considering the previous, the present contribution deals with the implementation of a CBL approach in first-year STEM courses with two main objectives: to foster scientific vocation in 1 st -year students of technical degrees and to develop and improve transversal and professional competences.This CBL was performed during both semesters of the academic year 2021/2022. A total of 79 students of 1 st year of different technical degrees (Data Science, Physics, and Industrial Engineering) were involved in the project. Students worked in groups of 3 to develop two challenges in which they had to prepare a scientific paper and scientific poster. Both contributions were presented in different formats: the paper was screencasted and the poster was presented onsite in the classroom. Rubrics were used for the evaluation and co-evaluation of these activities. Students' opinion on the activity undergone was gathered through a survey to generate indicators about their perception and satisfaction with the CBL approach.The most relevant findings were that more than 90% of the participants were interested in research issues; more than 70% enjoyed doing the CBL proposed, and more than 70% claimed to be proud of their work. Besides, more than 90% of the students would like to study research-related issues more in-depth in future courses, and more than 50% showed an intention to pursue a PhD after finishing their degrees.The results of the present work evidenced that CBL approaches bring magnificent learning opportunities to students. CBL is revealed as a very valuable strategy towards the development of professional and generic competences, which might be crucial in facing subsequent courses and future professional life. In addition, the impact of the CBL approach in fostering the scientific vocation of students has been evidenced. These good indicators have encouraged the authors to continue this line in future courses by coordinating with other lecturers to define a common project involving students of subsequent years. It is expected that the outcomes of these challenges will be analyzed to evaluate the acquisition of competences as well as to track scientific vocation.

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“…Much has been written about the diminished numbers of persons completing PhD programs in nursing (Smiley et al, 2018), generally the first step in becoming a nurse scientist with the associated knowledge and skills necessary to solve disciplinary problems. Many individuals and organizations have offered suggestions for increasing enrollments in PhD programs (Ayoola et al, 2021). Unfortunately, despite significant efforts, the number of nursing PhD students training to become nurse scientists has increased only slightly.…”

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confidence: 99%

Supply Chain for Nursing Science

Pickler

2022

Nursing Research

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Strategies to promote and sustain baccalaureate students' interest in pursuing a PhD degree in nursing

Cited by 6 publications

References 38 publications

Evaluation of Higher Education Policies: Case Study of PhD Programs in South Asia

Evaluation of Higher Education Policies: Case Study of PhD Programs in South Asia

Fostering Scientific Research in Students of Technical Degrees: An Assessment and Continuation

Supply Chain for Nursing Science

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