Perception of scholarly collaboration and its influencing factors among doctoral-prepared and -preparing nurses: A regional nursing society-based survey

Abstract

Background

Nurses with research- and practice-focused doctorate degrees complement each other's work and contribute to the advancement of nursing profession. Understanding perceived scholarly collaboration and its influencing factors can facilitate effective teamwork, benefit the nursing profession, and improve patient outcomes.

Purpose

This study aimed to investigate the perceived scholarly collaboration and its influencing factors among nurses with or pursing doctoral degrees.

Methods

Using a descriptive cross-sectional design, 181 doctoral-prepared and -preparing nurses were recruited using a convenient sampling method. Participants were recruited from a nursing society-based region in the Southern United States and completed an online survey.

Results

Research-focused nurses reported a higher rate of collaboration than practice-focused nurses (73.5 % versus 63.8 %). Young age and early career stage were associated with less scholarly collaboration among practice-focused nurses. Five themes were identified to improve PhD-DNP scholarly collaboration: connections; clarification; education, training, and communication; mentorship; and funding support.

Conclusion

The results highlight the importance of considering age and career trajectory when devising strategies to enhance scholarly collaboration. More studies are needed to identify solutions (e.g. building connections, clarifying role ambiguities, and providing mentorship) to promote PhD-DNP scholarly collaboration.