Learning to be a doctoral supervisor: Experiences and views of nurse supervisors of higher degree research students.

Jackson, D; Power, T; Usher, K

Learning to be a doctoral supervisor: Experiences and views of nurse supervisors of higher degree research students.

Jackson, D

Power, T

Usher, K

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Publisher:: Wiley
Publication Type:: Journal Article
Citation:: Journal of Clinical Nursing, 2021, 30, (7-8), pp. 1060-1069
Issue Date:: 2021-04

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Field	Value	Language
dc.contributor.author	Jackson, D https://orcid.org/0000-0001-5252-5325
dc.contributor.author	Power, T https://orcid.org/0000-0002-3334-0322
dc.contributor.author	Usher, K https://orcid.org/0000-0002-9686-5003
dc.date.accessioned	2022-01-04T01:26:07Z
dc.date.available	2020-12-29
dc.date.available	2022-01-04T01:26:07Z
dc.date.issued	2021-04
dc.identifier.citation	Journal of Clinical Nursing, 2021, 30, (7-8), pp. 1060-1069
dc.identifier.issn	0962-1067
dc.identifier.issn	1365-2702
dc.identifier.uri	http://hdl.handle.net/10453/152638
dc.description.abstract	Aims and objectives Given the importance of doctoral training to the future of the discipline, we sought to gain insight into nurse doctoral supervisor's experiences of supervision training and preparation and their views on what quality training for doctoral supervisors in nursing would look like. Background Doctorally prepared nurses have been found to contribute significantly to improvements in knowledge to inform patient care; yet there is little focus on the development of this aspect of the nursing workforce, and little evaluation of supervisor training, confidence and competence. Design Qualitative storytelling, semi-structured interviews were conducted via a videoconferencing programme, audio-recorded and thematically analysed with twenty-one experienced nurse doctoral supervisors. Findings are reported in line with the COREQ guidelines. Results Thematic analysis revealed four themes: ‘I had a great mentor’: the importance of mentorship and role modelling; ‘Sometimes it's just trial and error’: learning through experience; ‘It's like tick a box’: strengths and limitations of formal supervisor training; and ‘The training should be more holistic’: what should be in supervisor training. Conclusions We recommend doctoral supervisors be encouraged to seek mentoring for supervision, formal mentoring and clinical supervision for the first five completions and the formation of discipline-based supervisor learning groups in nursing as an adjunct to generic mandatory supervisor training. Relevance to clinical practice Further development of clinical nursing is inextricably linked to quality nurse-led research, and doctorally prepared nurses are essential to the continued development of nursing as an evidence-informed practice discipline. Quality doctoral supervision for and by nurses is crucial and we argue that focus must be given to ensuring the development of a skilled doctoral supervision workforce in nursing.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	Wiley
dc.relation.ispartof	Journal of Clinical Nursing
dc.relation.isbasedon	10.1111/jocn.15651
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1110 Nursing, 1117 Public Health and Health Services, 1701 Psychology
dc.subject.classification	Nursing
dc.subject.mesh	Clinical Competence
dc.subject.mesh	Education, Nursing, Graduate
dc.subject.mesh	Humans
dc.subject.mesh	Learning
dc.subject.mesh	Mentoring
dc.subject.mesh	Mentors
dc.subject.mesh	Qualitative Research
dc.subject.mesh	Students
dc.subject.mesh	Humans
dc.subject.mesh	Learning
dc.subject.mesh	Qualitative Research
dc.subject.mesh	Students
dc.subject.mesh	Education, Nursing, Graduate
dc.subject.mesh	Clinical Competence
dc.subject.mesh	Mentors
dc.subject.mesh	Mentoring
dc.subject.mesh	Clinical Competence
dc.subject.mesh	Education, Nursing, Graduate
dc.subject.mesh	Humans
dc.subject.mesh	Learning
dc.subject.mesh	Mentoring
dc.subject.mesh	Mentors
dc.subject.mesh	Qualitative Research
dc.subject.mesh	Students
dc.title	Learning to be a doctoral supervisor: Experiences and views of nurse supervisors of higher degree research students.
dc.type	Journal Article
utslib.citation.volume	30
utslib.location.activity	England
utslib.for	1110 Nursing
utslib.for	1117 Public Health and Health Services
utslib.for	1701 Psychology
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Strength - CHSP - Health Services and Practice
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2022-01-04T01:26:06Z
pubs.issue	7-8
pubs.publication-status	Published
pubs.volume	30
utslib.citation.issue	7-8

Abstract:

Aims and objectives Given the importance of doctoral training to the future of the discipline, we sought to gain insight into nurse doctoral supervisor's experiences of supervision training and preparation and their views on what quality training for doctoral supervisors in nursing would look like. Background Doctorally prepared nurses have been found to contribute significantly to improvements in knowledge to inform patient care; yet there is little focus on the development of this aspect of the nursing workforce, and little evaluation of supervisor training, confidence and competence. Design Qualitative storytelling, semi-structured interviews were conducted via a videoconferencing programme, audio-recorded and thematically analysed with twenty-one experienced nurse doctoral supervisors. Findings are reported in line with the COREQ guidelines. Results Thematic analysis revealed four themes: ‘I had a great mentor’: the importance of mentorship and role modelling; ‘Sometimes it's just trial and error’: learning through experience; ‘It's like tick a box’: strengths and limitations of formal supervisor training; and ‘The training should be more holistic’: what should be in supervisor training. Conclusions We recommend doctoral supervisors be encouraged to seek mentoring for supervision, formal mentoring and clinical supervision for the first five completions and the formation of discipline-based supervisor learning groups in nursing as an adjunct to generic mandatory supervisor training. Relevance to clinical practice Further development of clinical nursing is inextricably linked to quality nurse-led research, and doctorally prepared nurses are essential to the continued development of nursing as an evidence-informed practice discipline. Quality doctoral supervision for and by nurses is crucial and we argue that focus must be given to ensuring the development of a skilled doctoral supervision workforce in nursing.

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http://hdl.handle.net/10453/152638