Development of Quantitative Research Skills Competencies to Improve Doctor of Philosophy Nursing Student Training

• Published in: The Journal of nursing education Vol. 57; no. 8; pp. 483 - 488
• Main Authors: Thompson, Lisa M, Zablotska, Lydia B, Chen, Jyu-Lin, Jong, SoSon, Alkon, Abbey, Lee, Soo-Jeong, Vlahov, David
• Format: Journal Article
• Language: English
• Published: United States SLACK INCORPORATED 01.08.2018
• Subjects: Competency-Based Education; Core competencies; Curricula; Curriculum; Doctoral Programs; Education, Nursing, Graduate - organization & administration; Graduate students; Humans; Individualized Instruction; Nursing; Nursing education; Nursing Education Research; Nursing Evaluation Research; Nursing Research - education; Philosophy, Nursing; Research methodology; Student Surveys; Students, Nursing - psychology; United States > US; San Francisco California; California
• ISSN: 0148-4834; 1938-2421
• DOI: 10.3928/01484834-20180720-06

Competency-based education is essential to prepare future nurse scientists to compete in the world of data-driven science. Yet, few schools of nursing have developed core competencies that guide quantitative research instruction. We described development of new competency-based curriculum in quantitative research for doctor of philosophy (PhD) nursing students. We assessed quantitative research methods curricula from among top National Institutes of Health-ranked research-intensive Schools of Nursing. At the University of California, San Francisco School of Nursing, we administered a survey to PhD students and alumni, and interviewed program faculty about current quantitative courses and perceived needs. A committee of PhD faculty framed competencies. Core competencies for quantitative methods training were developed. Faculty modified courses to align with core competencies. This allowed an outcome-based approach to design, implement, and evaluate coursework. This effort at generating core quantitative research skills competencies could be useful for other nursing schools interested in redesigning PhD training programs. [J Nurs Educ. 2018;57(8):483-488.].