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Mitigating Barriers to Doctoral Education for Nurses

Taylor, Laura A.; Terhaar, Mary F.

doi: 10.1097/01.NEP.0000000000000386
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AIM This article reports preliminary outcomes of the Guiding Initiative for Doctoral EducationSM, which promotes success in doctoral study.

BACKGROUND Nurses face challenges as they move intentionally, effectively, and expediently toward earning the doctorate. Selecting the doctoral education best suited to individual career goals is essential for success.

METHOD An intensive, daylong program focused on setting goals, generating personal action plans, and mobilizing resources to promote success in application and return to the role of student.

RESULTS Based on 70 nurses who participated in seven programs, 22 (31 percent) were admitted to their doctoral program of choice (6 PhD, 15 DNP, 1 EdD).

CONCLUSION Nurses benefit from and value learning about the options for doctoral study, requirements for educational opportunities, the nature of the commitment required, challenges commonly encountered during the process, and the impact advanced education can be expected to have on immediate and long-term career opportunities.

About the Authors Laura A. Taylor, PhD, RN, is a professor, Uniformed Services University of the Health Sciences, Bethesda, Maryland. Mary F. Terhaar, DNSc, RN, is Arlene H. & Curtis F. Garvin Professor and associate dean for academic affairs, Case Western Reserve University Francis Payne Bolton College of Nursing, Cleveland, Ohio. The work reported here was supported by a Nursing Support Program award from the Maryland Health Services Cost Review Commission (NSPII13-107). The views expressed in this article are those of the authors and do not necessarily reflect the official policy or position of the Uniformed Services University of the Health Sciences, the Department of Defense, or the United States government. For more information, contact Dr. Taylor at laura.taylor@usuhs.edu.

Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s website (www.neponline.net).

The authors have declared no conflict of interest.

© 2018 Lippincott Williams & Wilkins, Inc.
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