title: PhD programs in nursing in the United States: visibility of American Association of Colleges of Nursing core curricular elements and emerging areas of science.
abstract: Preparing nursing doctoral students with knowledge and skills for developing science, stewarding the discipline, and educating future researchers is critical. This study examined the content of 120 U.S. PhD programs in nursing as communicated on program websites in 2012. Most programs included theory, research design, and statistics courses. Nursing inquiry courses were evidenced on only half the websites. Course work or research experiences in informatics were mentioned on 22.5% of the websites; biophysical measurement and genetics/genomics were mentioned on fewer than 8% of program websites. Required research experiences and instruction in scientific integrity/research ethics were more common when programs had Institutional Training Award funding (National Institutes of Health T32 mechanism) or were located at a university with a Clinical and Translational Science Award. Changes in education for the next generation of PhD students are critically needed to support advancement of nursing science.
authors.affiliation: University of Minnesota School of Nursing. Electronic address: wyman002@umn.edu.
authors.forename: Jean F
authors.initials: JF
authors.lastname: Wyman
authors.affiliation: University of Minnesota School of Nursing.
authors.forename: Susan J
authors.initials: SJ
authors.lastname: Henly
mesh_terms: D003479:Curriculum / Q000592:standards* / Q000706:statistics & numerical data*; D004511:Education, Nursing, Graduate / Q000592:standards* / Q000706:statistics & numerical data; D006801:Humans; D012579:Schools, Nursing; D012956:Societies, Nursing; D014481:United States
keywords: Graduate nursing education; Nursing research; Research-focused doctorate