Cheryl van Daalen-Smith, Ramesh Venkatesaperumal, Samantha Johnson, Steven Cairns, Bev Beattie, Billie Hilborn
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引用次数: 0
Abstract
Objectives: A success-intended Doctoral Seminar, intentionally structured and facilitated to support students to thrive in their achievement of degree-level milestones, is assumedly the raison d'etre of the commonly-scheduled pass/fail Doctoral Seminar course in nursing doctoral programs. In this article, we review the literature regarding the Doctoral Seminar and the trends found in available Canadian Doctoral Seminar Syllabi.
Methods: A review of the literature guided by Finfgeld-Connett and Johnson's process; and, a document analysis of collected doctoral syllabi.
Results: Our review of Canadian Doctoral Seminar syllabi illuminated consistent attention to enabling the growth and development of doctoral skills, and a propensity towards higher-level thinking with scaffolded efforts to advance the production of new and original scholarship. Pedagogically, facilitation was the model and engagement with students was the strategy, giving way to student voice and a co-created experience.
Conclusions: With global growth in doctoral nursing education, an international exploration of the best use of the doctoral seminar is therefore an imperative.
期刊介绍：
The International Journal of Nursing Education Scholarship publishes significant research and scholarship in the broad field of nursing education. The mandate of the journal is to present high quality papers to advance nursing education through research, description of innovative methods, or introduction of novel approaches about all aspects of nursing education in a timely manner. The specific aims of IJNES are to: - Promote worldwide scholarship in nursing education - Enhance and advance nursing education globally - Provide a forum for the dissemination of international perspectives and scholarship in nursing education
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