Results from a survey of 38 schools of nursing with doctoral programs indicate that most gave information on misconduct and scientific integrity, but the extent and scope of instruction was marginal or inadequate. Findings suggest the need for a more proactive and consistent approach to promoting scientific integrity in doctoral programs. (JOW)

Interviews with four of five mentor/protege pairs in a nursing predoctoral program identified themes of the experience: productivity, work organization, mutual learning, problems encountered, research application skills, and innovative communication. All participants were enthusiastic and students increased confidence in conducting research. (SK)

A national survey of deans and directors of schools of nursing (n=434) was conducted to determine their opinions about the differing research foci that graduates of nursing doctoral programs should possess. They recommended diverse research foci for current and future researchers and indicated optimism about future funding. (Author/JOW)

Increasing numbers of hospitals and medical centers employ clinical nurse researchers. Nursing doctoral programs can prepare graduates for this role with courses in philosophy and ethics; research methods, statistics, and measurement; grantsmanship; and information dissemination. (SK)

Presents arguments for and against inclusion of philosophy of science in doctoral nursing programs. Proponents suggest it promotes reflection and provides a frame of reference. Opponents say it distracts from development of a knowledge base for nursing as a discipline. (SK)

This position statement of the American Association of Colleges of Nursing outlines common elements of research-focused doctoral programs and the indicators for resources, students, and evaluation. It reviews the status of nursing doctoral education, including recent survey data. (SK)

The history of doctoral education for nurses is reviewed with emphasis on the nurse scientist training model. Recommendations are made for cross-disciplinary training and greater research emphasis on fundamental processes to understand human ecology in health and illness. (Author/SK)

Preparation of teacher/scholars in nursing requires emphasis and value on undergraduate teaching, clinical practice, and scholarly inquiry. Collaboration with other doctoral programs and reward for teaching excellence are other ways to foster teacher/scholars. (SK)

Survey responses from 48 of 78 doctoral programs in nursing show an increasing shift away from clinical to research emphasis and few differences in terms of admission criteria, curriculum, Carnegie classification, or length of time the program has existed. Only 12% still offer doctorates in nursing science; most have moved to Ph.D.s (SK)

According to responses from 23 of 52 doctoral nursing program directors and interviews with 16, newer programs tend to offer more general rather than specialized curricula. Only four identified community health nursing as a specialty, all in older, long-standing programs. (SK)

Describes the need for a practice-focused doctoral nursing curriculum that will prepare clinical leaders. Indicates that research and practice doctorates should be differentiated by faculty, curriculum, resources, and placement of graduates. Includes a model curriculum. (JOW)

A two-course sequence for teaching qualitative research to doctoral nursing students benefitted from the following elements: co-teaching, small group projects, and the building of research skills in the first semester. (SK)

Presents a case study describing how one nursing doctoral program faculty has identified, organized, and taught the disciplinary knowledge component of the program. Deals with the fit of this curricular component with other components and raises issues related to its implementation. (Author)

Survey responses from 49 of 96 nursing programs at institutions with Carnegie classifications Doctoral I, Research I, or Research II indicated that Research I universities had 1.5 to 2 times more personnel resources per student than the other two groups. Doctoral I and Research II programs resembled each other. (SK)

Responses from 65 of 82 nursing schools with doctoral programs indicated that 56 have research support offices. The degree of investment in research support varied widely. The large number of schools receiving no National Institutes of Health funding suggests a need to consider research services in the context of faculty interest and motivation…