PMID- 30096112
OWN - NLM
STAT- MEDLINE
DCOM- 20190906
LR  - 20190906
IS  - 1536-5026 (Print)
IS  - 1536-5026 (Linking)
VI  - 39
IP  - 5
DP  - 2018 Sep/Oct
TI  - Support Issues and Nursing Doctoral Students' Intent to Leave.
PG  - 297-298
LID - 10.1097/01.NEP.0000000000000380 [doi]
AB  - The purpose of this study was to explore, analyze, and describe nursing doctoral 
      students' perceptions of factors that impacted them during their doctoral 
      program. Answers to an open-ended question, in a national descriptive survey 
      study of nursing doctoral students across the United States, were analyzed using 
      Colaizzi procedural methods as a guideline. The content analysis identified 
      issues unique to doctor of nursing practice (DNP) students that related to lack 
      of clarity for the DNP degree and student concerns within academic settings. 
      Recommendations include having DNP faculty on DNP project committees and 
      standardization of guidelines to ensure rigor and consistency.
FAU - Robinson, Lisa Bridwell
AU  - Robinson LB
AD  - About the Authors Lisa Bridwell Robinson, DNP, RN, CNE, NP-C, is an associate 
      professor, University of West Georgia Tanner Health System School of Nursing, 
      Carrollton, Georgia. Delene Volkert, PhD, RN, CNE, is an assistant professor and 
      EdD director, University of West Georgia Tanner Health System School of Nursing. 
      For more information, contact Dr. Robinson at lisarobinsonnp@gmail.com.
FAU - Volkert, Delene
AU  - Volkert D
LA  - eng
PT  - Journal Article
PL  - United States
TA  - Nurs Educ Perspect
JT  - Nursing education perspectives
JID - 101140025
MH  - *Education, Nursing, Graduate
MH  - Faculty, Nursing
MH  - Humans
MH  - Intention
MH  - *Physicians
MH  - *Students, Nursing
MH  - United States
EDAT- 2018/08/11 06:00
MHDA- 2019/09/07 06:00
CRDT- 2018/08/11 06:00
PHST- 2018/08/11 06:00 [entrez]
PHST- 2018/08/11 06:00 [pubmed]
PHST- 2019/09/07 06:00 [medline]
AID - 00024776-201809000-00007 [pii]
AID - 10.1097/01.NEP.0000000000000380 [doi]
PST - ppublish
SO  - Nurs Educ Perspect. 2018 Sep/Oct;39(5):297-298. doi: 
      10.1097/01.NEP.0000000000000380.