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Nurses hoping to enter a research intensive doctoral program have a choice of program delivery modes, faculty expertise, and multiple points of entry in addition to the traditional post masters. The American Association of Colleges of Nursing (AACN) lists doctoral programs in nursing in over 300 universities in the United States (U.S.) and Puerto Rico, with most institutions offering more than one type of doctorate. For prospective students who want to maximize their likelihood of significant, sustained scientific impact, identifying research-intensive Doctor of Philosophy (PhD) programs with faculty who have a topic match is key. Embarking on a scientific career requires assessing the curricula and faculty at several institutions. The purpose of this paper is to give prospective students pragmatic guidance in selecting a U.S. research-intensive doctoral program in nursing. We provide a list of published quality indicators in PhD programs as well as potential questions to be addressed to key persons in schools.
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http://dx.doi.org/10.1016/j.profnurs.2017.11.005 | DOI Listing |
Pharmacol Res
August 2025
Heriot-Watt University, Institute of Biological Chemistry, Biophysics and Bioengineering, Edinburgh EH14 4AS, United Kingdom. Electronic address:
Vascular inflammation drives the progression of atherosclerosis and related cardiovascular disorders by impairing endothelial function. Here, we examine the role of EPAC1 - a cAMP-responsive sensor protein - in modulating vascular inflammation and injury using both in vitro and ex vivo models. Data from single-cell RNA sequencing revealed that EPAC1 is predominantly localised in endothelial cells within the media-intimal layer of healthy murine aortae, with expression increased in atherosclerotic vessels.
View Article and Find Full Text PDFImplement Sci Commun
August 2025
Department of Internal Medicine, Section Nursing Science, Erasmus MC, University Medical Centre Rotterdam, Rotterdam, The Netherlands.
Background: Digital Intensive Care Unit (ICU) diaries can enhance the mental health of ICU survivors and their relatives by bridging memory gaps, improving understanding of ICU experiences, and providing emotional support. However, integrating digital diaries into routine ICU practice poses challenges, including privacy concerns, time constraints, and limited staff motivation. To date, no standardized implementation strategy exists.
View Article and Find Full Text PDFBehav Sci (Basel)
June 2025
Faculty of Arts and Education, University of Auckland, Auckland 1010, New Zealand.
Higher Degree by Research (HDR) students in language and education disciplines, particularly those enrolled in thesis-only programmes, are increasingly expected to interpret complex statistical data. However, many lack the analytical skills required for independent statistical analysis, posing challenges to their research competence. This study investigated the pedagogical potential of ChatGPT-4o feedback and peer feedback in supporting students' evaluative judgement during a 14-week doctoral-level statistical analysis course at a research-intensive university.
View Article and Find Full Text PDFPurpose: Undergraduate medical education (UME) to graduate medical education (GME) transition gaps may limit opportunities for learner improvement along each individual's learning trajectory. Additional information regarding learner perspectives on skill-based learning goals in preparation for the residency transition is needed. The authors hypothesized that fourth-year medical student (MS4) learning plans may provide information to fill the gap in understanding learner perspectives on the knowledge, skills, and opportunities they consider important in supporting their residency readiness.
View Article and Find Full Text PDFJ Sch Health
April 2025
Margaret and Wallace McCain Centre for Child, Youth and Family Mental Health at the Centre for Addiction and Mental Health, Toronto, Ontario, Canada.
Background: This practice paper exemplifies a systematic approach used to learn about existing mental well-being programs for youth 11-14 years to inform curriculum development for after-school settings.
Methods: We reviewed 3389 mental well-being programs from publicly accessed databases and conducted a content analysis using inductive and deductive coding to explore the domains each program addressed.
Results: Through our content analysis of the final eight programs, we found strong alignment with the Collaborative for Academic, Social and Emotional Learning (CASEL) core social-emotional competencies: self-awareness, self-management, social awareness, relationship skills, and decision-making.