Forging the Pathway to Collaborative Scholarship Among Nursing PhD and DNP Students
Gunby, Susan Sweat
Bulfin, Susan J.
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(41st Biennial Convention) Purpose: In support of intra-disciplinary scholarship and emerging pathways for doctoral study in nursing, our PhD and DNP faculty and doctoral students embarked on the journey of shared learning and scholarship.�This presentation provides an overview of the sequence of integrated courses. Methods: During their first semester, students are jointly enrolled in two core courses addressing philosophical influences on nursing science and the cultivation of scholarship. In successive semesters, they are jointly enrolled in courses concentrating on scholarly writing; ethical issues; health care systems analysis; and grant writing. While the aforementioned courses are core for both the DNP and PhD Programs, optional enrollment in an Education Cognate provides further opportunity for integrated student and faculty interface.� Results: Engaging students in joint courses throughout their program of study provides support for the vision of expanded intra-disciplinary collaboration in scholarly projects post-graduation and fosters cooperative rather than competitive role enactment. One of the Pathway courses entitled Pathway to Scholarship is highlighted, addressing the innovations and challenges associated with integrated doctoral courses. Pathway to Scholarship places an emphasis on self-evaluation of scholarly achievements as well as the development of a plan for future scholarly endeavors based on career goals and planned contributions to the scholarly foundation of the nursing profession. Students examine components of intra and inter-disciplinary scholarship as well as valuation in clinical, academic, and related settings. Additional course foci include exploration of perspectives on promotion, tenure, and career progression as applied to clinical, academic, and joint roles.� Joint presentations, forum discussions, class discussions, and immersion sessions provide further opportunities to enhance students' understanding and critical appraisal of their developing scholarly roles.� Conclusion: In addition to describing a model for integrated PhD and DNP course work, an overview of strategies for successful programmatic implementation and emerging collaborative engagement is incorporated.