Emergent Forms Of Doctoral Education In Nursing Taught and Non-Taught Doctorates. Reason for the Evolution of Different Doctorates. This topic provides an  overview of the differentiation between the ‘ non-taught ‘ and ‘taught’ doctorates, and examines why and how different doctoral approaches in nursing have evolved. The major forms of doctoral education examined are: professional … Read more

Quality Monitoring and Quality Criteria For Doctoral Programs Global Quality Criteria: Work Of The INDEN QCI To address the issue of quality of doctoral education in nursing at the global level, the International Network for Doctoral Education in Nursing (INDEN) launched a committee on quality criteria, standards and indicators (QCI). A 16member committee from eight … Read more

Quality Monitoring and Quality Criteria For Doctoral Programs Quality Monitoring and Quality Criteria For Doctoral Programs, Resources Quality Monitoring and as Global Perspective, Resources And Infrastructure Of The University And School Of Nursing Resources. Quality Monitoring And Evaluation Of Doctoral Programs. Resources And Infrastructure Of The University And School Of Nursing Resources Institutions should have … Read more

Quality Monitoring and Quality Criteria For Doctoral Programs The mission of doctoral programs is to train researchers with the critical and reflective capacity for the development of scientific knowledge. Nursing scholarship values connection to practice, substantive mastery of nursing areas, philosophical analyses, rigorous investigations, and a social awareness of the relationship between knowledge development and … Read more

Process For Appointment Of Mentor/ Supervisor, Benefits, Challenges and International Collaboration The Process For Appointment Of Mentor/ Supervisor The aim of the process is to enhance the student’s knowledge, skills and ability to conduct research (Zhao, 2001). The main features of the process are reassurance and motivation to maintain the student’s confidence and enthusiasm (Delamont … Read more

Supervisor/Mentor Qualification or Experiences and Students Selection Supervisor’s/Mentor’s Selection of a Student Delamont et al (1997) advise that when choosing a student one should reflect carefully on the skills and abilities a student requires in order to complete their doctoral studies: high level of motivation; ability to complete tasks (no previous false starts or abandoned … Read more

Role Of the Supervisor/Mentor, Definition and Students’ Selection Guiding and facilitating the development of students through their doctoral education and research experiences is a complex process which requires multiple skills and abilities. Whatever we call the person(s) involved in this challenging task, their understanding of the process can instill the required skills, and their approaches … Read more

Doctoral Process From Idea to Award Being Scholarly It should be noted, with a distinct sense of irony, that defining the process and practice of ‘being scholarly’ may warrant a doctoral study in itself. Furthermore, there is no ‘formula’ that one can follow consciously in order to become and remain scholarly. However, there are a … Read more

Doctoral Process From Idea to Award Getting Funded Study Mode Motivation and Research Getting Funded In some countries there are agencies that fund doctoral students by giving them a lump sum (eg South Africa), which can be used for any part of the cost of the doctorate. It might be enough to fund the research, … Read more

The Doctoral Process From Idea to Award Aspiring doctoral students may find comfort in, as the title of thistopic indicates, the description and explanation of ‘the’ doctoral process. Clearly marked pathways, which arguably suggest a degree of certainty, perhaps help students to feel more secure (Cutcliffe and Goward, 2000). However, the authors of this topic … Read more