Mentoring in research-focused doctoral nursing programs and student perceptions of career readiness in the United States

• Published in: Journal of professional nursing Vol. 35; no. 5; pp. 358 - 364
• Main Authors: Nersesian, Paula V., Starbird, Laura E., Wilson, Damali M., Marea, Christina X., Uveges, Melissa K., Choi, Scott Seung W., Szanton, Sarah L., Cajita, Maan Isabella
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01.09.2019
• Subjects: Adult; Career Choice; Career planning and development; Career readiness; Cross-Sectional Studies; Education, Nursing, Graduate; Faculty, Nursing; Female; Graduate nursing education; Humans; Male; Mentoring; Nursing; Nursing Research; PhD in nursing; Students, Nursing - psychology; Surveys and Questionnaires; United States; United States; Mentoring; Career planning and development; Graduate nursing education; Career readiness; PhD in nursing
• ISSN: 8755-7223; 1532-8481
• DOI: 10.1016/j.profnurs.2019.04.005

Research-focused doctorate nursing programs are expanding and seek to double the number of doctoral-prepared nurses by 2020. There is little empirical evidence of the contributions of mentoring to doctoral nursing students' readiness for their desired careers. This study assessed characteristics and practices of nursing PhD students, the mentoring practices of their advisors, and the likelihood of self-reported career readiness. A nationwide descriptive, cross-sectional study of PhD students in the United States was conducted using an electronic survey platform. A sample of 380 PhD students representing 64 schools was surveyed from January to July 2016. Descriptive statistics and ordered logistic regression were used to describe the sample and determine likelihood of career readiness by three readiness levels. Results revealed greater likelihood of career readiness for students that: (1) perceived their proficiency in key scholarly skills as high, (2) were older, (3) worked a larger number of hours per week, (4) had more responsibilities outside of school, (5) had both advising and mentoring support, (6) had a co-advisor, and (7) attended a private university. Enrollment targets should be based on a faculty-to-doctoral student ratio that optimizes advising and mentoring and schools should provide mentoring guidelines and training for faculty. •Honing the mentoring experience of PhD students may enhance career readiness.•Employed PhD students who work more hours rate themselves as more career-ready.•Programs should match students to advisors by topic and mentoring and learning styles.