{"title":"重新构想护理学教育理念促进博士生发展。","authors":"Megan Lippe, Carrie Jo Braden, Sara L Gill","doi":"10.1097/NNE.0000000000001896","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>A strong foundation in philosophy, theory, and disciplinary knowledge is essential for nurse scientists who engage in rigorous research to advance the discipline. Doctoral education curriculum should meet the learning needs of upcoming generations of technology-proficient students.</p><p><strong>Purpose: </strong>To describe a PhD program's innovative revision of the philosophy of nursing science course.</p><p><strong>Method: </strong>The analyze, design, develop, implement, and evaluate instructional design model and 4 elements of the transformative doctoral education model guided the redesign.</p><p><strong>Results: </strong>Course content revisions resulted in 5 modules that developed students' identity as a nurse scientist, personal philosophy of nursing science, and understanding of philosophical paradigms. Course assignments fostered student skill development in scholarly writing and presentations. Student and program faculty supported positive course outcomes.</p><p><strong>Conclusion: </strong>The revised philosophy of nursing science course facilitated doctoral students' development as future nurse scientists and philosophers.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":3.0000,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Re-Envisioning Philosophy of Nursing Science Education to Advance PhD Student Development.\",\"authors\":\"Megan Lippe, Carrie Jo Braden, Sara L Gill\",\"doi\":\"10.1097/NNE.0000000000001896\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>A strong foundation in philosophy, theory, and disciplinary knowledge is essential for nurse scientists who engage in rigorous research to advance the discipline. Doctoral education curriculum should meet the learning needs of upcoming generations of technology-proficient students.</p><p><strong>Purpose: </strong>To describe a PhD program's innovative revision of the philosophy of nursing science course.</p><p><strong>Method: </strong>The analyze, design, develop, implement, and evaluate instructional design model and 4 elements of the transformative doctoral education model guided the redesign.</p><p><strong>Results: </strong>Course content revisions resulted in 5 modules that developed students' identity as a nurse scientist, personal philosophy of nursing science, and understanding of philosophical paradigms. Course assignments fostered student skill development in scholarly writing and presentations. Student and program faculty supported positive course outcomes.</p><p><strong>Conclusion: </strong>The revised philosophy of nursing science course facilitated doctoral students' development as future nurse scientists and philosophers.</p>\",\"PeriodicalId\":54706,\"journal\":{\"name\":\"Nurse Educator\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2025-05-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Nurse Educator\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1097/NNE.0000000000001896\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Educator","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1097/NNE.0000000000001896","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
Re-Envisioning Philosophy of Nursing Science Education to Advance PhD Student Development.
Background: A strong foundation in philosophy, theory, and disciplinary knowledge is essential for nurse scientists who engage in rigorous research to advance the discipline. Doctoral education curriculum should meet the learning needs of upcoming generations of technology-proficient students.
Purpose: To describe a PhD program's innovative revision of the philosophy of nursing science course.
Method: The analyze, design, develop, implement, and evaluate instructional design model and 4 elements of the transformative doctoral education model guided the redesign.
Results: Course content revisions resulted in 5 modules that developed students' identity as a nurse scientist, personal philosophy of nursing science, and understanding of philosophical paradigms. Course assignments fostered student skill development in scholarly writing and presentations. Student and program faculty supported positive course outcomes.
Conclusion: The revised philosophy of nursing science course facilitated doctoral students' development as future nurse scientists and philosophers.
期刊介绍：
Nurse Educator, a scholarly, peer reviewed journal for faculty and administrators in schools of nursing and nurse educators in other settings, provides practical information and research related to nursing education. Topics include program, curriculum, course, and faculty development; teaching and learning in nursing; technology in nursing education; simulation; clinical teaching and evaluation; testing and measurement; trends and issues; and research in nursing education.
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