Scholarly caring in doctoral nursing education: promoting diversity and collaborative mentorship.
One of the most significant, yet not fully developed goals of doctoral education is the graduation of scholars who can make a major contribution to the discipline of nursing. There have been many discourses and debates about the essential criteria for quality in doctoral programs that create and promote scholarliness. Scholarliness in nursing includes critical thinking, a connection to practice, a commitment to the discipline's mission, substantive mastery areas, philosophical analyses, rigorous investigations, and a social awareness of the relationship between knowledge development and impact on society. Promoting scholarship necessitates the development of a culture of scholarly caring. Scholarly caring can be developed through promotion of diversity and through collaborative mentorship. Features of collaborative mentorship are negotiated relations, mutual interactions, facilitative strategies, and empowerment. To develop these properties of a scholarly doctoral program, attention must be paid to actions that compromise scholarly quality of programs such as the lack of resources and lowered expectations of students.
Meleis
A I
AI
Department of Mental Health, University of California-San Francisco School of Nursing 94143-0608.
Hall
J M
JM
Stevens
P E
PE
D003299:Cooperative Behavior; D004511:Education, Nursing, Graduate / Q000458:organization & administration*; D004645:Empathy; D006801:Humans; D007400:Interprofessional Relations; D008611:Mentors / Q000523:psychology*; D017008:Negotiating; D015399:Nursing Research; D015279:Organizational Culture; D009937:Organizational Objectives; D010687:Philosophy, Nursing; D011209:Power, Psychological; D011361:Professional Competence; D012380:Role