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Re-visioning the doctoral research degree in nursing in the United Kingdom

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Title: Re-visioning the doctoral research degree in nursing in the United Kingdom
Authors: Burton, Christopher R.1, Duxbury, Joy2, French, Beverley2, Monks, Rob2, Carter, Bernie2 bcarter@uclan.ac.uk
Source: Nurse Education Today. May2009, Vol. 29 Issue 4, p423-431. 9p.
Subject Terms: *Continuing education of nurses, *Academic degrees, *Education of physicians, *Continuing medical education, *Research -- Study & teaching (Graduate), *Medical personnel training
Geographic Terms: United Kingdom
Abstract: Summary: In the light of concerns about the wider social and economic value of the PhD training programme, this article discusses the challenges being directed primarily at the traditional doctoral programme of study. While the PhD is primarily concerned with the student making an original contribution to knowledge, the value-added component of the doctoral research degree needs to respond to the needs of a wider market of purchasers, and to meet practice and policy requirements for research leadership. The United Kingdom Research Councils (UK GRAD, 2001. Joint Skills Statement of Skills Training Requirements. Available at http://www.grad.ac.uk/downloads/documents/general/Joint%20Skills% 20Statementpdf. (last accessed 1st April 2008.) suggest a range of seven skill domains over and above research design and management that should be offered to students. The seven domains are research skills and techniques, participation in the research environment, research management, personal effectiveness, communication, networking and team working, and career management. This article develops and extends these skill domains for the current healthcare context and considers how these should guide the development and evaluation of the value-added components of doctoral research degree programmes in nursing. The challenges that these issues present to academic departments are also discussed. Our conclusion is that PhD research training needs re-visioning and broadening so that the students’ experience includes these value-added components. [Copyright &y& Elsevier]
Copyright of Nurse Education Today is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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DbLabel: Education Research Complete
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Re-visioning the doctoral research degree in nursing in the United Kingdom
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  Data: *<searchLink fieldCode="DE" term="%22Continuing+education+of+nurses%22">Continuing education of nurses</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+degrees%22">Academic degrees</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+of+physicians%22">Education of physicians</searchLink><br />*<searchLink fieldCode="DE" term="%22Continuing+medical+education%22">Continuing medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+--+Study+%26+teaching+%28Graduate%29%22">Research -- Study & teaching (Graduate)</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+personnel+training%22">Medical personnel training</searchLink>
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  Data: Summary: In the light of concerns about the wider social and economic value of the PhD training programme, this article discusses the challenges being directed primarily at the traditional doctoral programme of study. While the PhD is primarily concerned with the student making an original contribution to knowledge, the value-added component of the doctoral research degree needs to respond to the needs of a wider market of purchasers, and to meet practice and policy requirements for research leadership. The United Kingdom Research Councils (UK GRAD, 2001. Joint Skills Statement of Skills Training Requirements. Available at http://www.grad.ac.uk/downloads/documents/general/Joint%20Skills% 20Statementpdf. (last accessed 1st April 2008.) suggest a range of seven skill domains over and above research design and management that should be offered to students. The seven domains are research skills and techniques, participation in the research environment, research management, personal effectiveness, communication, networking and team working, and career management. This article develops and extends these skill domains for the current healthcare context and considers how these should guide the development and evaluation of the value-added components of doctoral research degree programmes in nursing. The challenges that these issues present to academic departments are also discussed. Our conclusion is that PhD research training needs re-visioning and broadening so that the students’ experience includes these value-added components. [Copyright &y& Elsevier]
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  Data: <i>Copyright of Nurse Education Today is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=39358069
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      – SubjectFull: Education of physicians
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              Text: May2009
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