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E-grāmata: Successful Doctoral Training in Nursing and Health Sciences: A Guide for Supervisors, Students and Advisors

  • Formāts: EPUB+DRM
  • Izdošanas datums: 10-Dec-2021
  • Izdevniecība: Springer Nature Switzerland AG
  • Valoda: eng
  • ISBN-13: 9783030879464
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  • Formāts: EPUB+DRM
  • Izdošanas datums: 10-Dec-2021
  • Izdevniecība: Springer Nature Switzerland AG
  • Valoda: eng
  • ISBN-13: 9783030879464

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This textbook is a practical, user-friendly and essential guide for doctoral students, their supervisors and advisors and administrators of doctoral programs in nursing and health sciences. Nurses and health scientists have a relatively young tradition of doctoral training, and this means students often come to doctoral studies without a clear understanding of what is required to be successful at this level of education. Supporting students to successful completion of doctoral studies involves a complex fusion of skills, and yet researchers and academics receive little specialist training in this crucial area of teaching and learning. Strong pedagogies around doctoral supervision and writing are essential because in addition to the scientific, research and educative skills required, it is important to be able to establish and maintain enabling professional relationships within which both parties can thrive, and that can withstand the years of critique needed for doctoral work. The authors offer supervisors, advisors, students and administrators practical advice on helping students thrive, and steering them through various challenges that can arise during doctoral candidature. With a focus on nursing and health sciences, the authors take a global approach, recognising the international focus of doctoral training in nursing and health sciences. The authors of this book are experienced supervisors and advisors to doctoral students and together, have well over 100 successful doctoral completions and more than 1000 publications. They draw on a series of interviews and case studies to share their knowledge and experience and provide insights and guidance to inspire and support student progression and ensure students get the most out of their doctoral studies.
1 Introducing Doctoral Supervision
1(16)
1.1 Coming to Doctoral Studies
2(2)
1.2 What Are the Elements and Characteristics of a Doctoral Degree?
4(1)
1.3 The Roles of Supervisor and Student
5(2)
1.4 Teaching and Learning in Doctoral Education
7(1)
1.5 Global Issues in Doctoral Education
8(2)
1.6 Special Considerations for Nursing and Health Sciences
10(1)
1.7 Charting a Plan for the PhD
11(1)
1.8 Health and Safety Issues in Doctoral Training
12(3)
References
15(2)
2 Doctoral Supervision as Pedagogy
17(16)
2.1 Supervision as Pedagogy
18(2)
2.2 Supervision Pedagogy Central to Creating Enabling Generative Environments
20(2)
2.3 Developing Inclusive and Kind Pedagogy
22(1)
2.4 Elements of Pedagogy for Supervision
23(2)
2.5 Community Processes
25(3)
2.6 Personal Supervision Style
28(3)
References
31(2)
3 Forming and Developing Supervision Panels and Teams
33(20)
3.1 Supervision and Doctoral Training
34(2)
3.2 Finding a Supervisor
36(2)
3.3 Achieving Role Clarity on the Team
38(2)
3.4 What Are the Essential Skills Required Within Successful Supervision Panels and Teams?
40(1)
3.5 Expectations and Responsibilities of the Student
41(2)
3.6 Team Meetings
43(1)
3.7 Encouraging Students to Be Active Participants in Meetings
44(1)
3.8 Understanding Intellectual Property
45(5)
References
50(3)
4 Establishing and Maintaining Effective and Resilient Student/Supervisory Relationships
53(18)
4.1 The Supervisory Relationship
55(1)
4.2 Establishing the Relationship
56(4)
4.3 The Student-Supervisor Agreement
60(1)
4.4 Establishing and Respecting Boundaries
60(1)
4.5 Review of Progress
61(1)
4.6 Effective Communication and Difficult Conversations
62(3)
4.7 Understanding and Recognising Conflict
65(2)
4.8 Strategies to Facilitate the Resilience of the Relationship
67(3)
References
70(1)
5 Feeding Back and Feeding Forward
71(12)
5.1 The Importance of Feedback in Doctoral Supervision
72(2)
5.2 What Is Feedback?
74(1)
5.3 Approaches and Strategies for Providing Feedback
75(2)
5.4 Factors Influencing How Feedback Is Delivered and Received
77(2)
5.5 Feedback as a Two-Way Process
79(1)
5.6 Handling Feedback
79(2)
References
81(2)
6 When Students Get Stuck
83(12)
6.1 Measuring Progress
84(1)
6.2 Recognising When a Student Is Stuck
85(2)
6.3 Why Students Get Stuck
87(2)
6.4 Moving Ahead with Writing
89(1)
6.5 Strategies for Re-energising and Moving Forward
90(3)
References
93(2)
7 Cultural Considerations in Doctoral Training
95(12)
7.1 Supervision and Cultural Diversity
96(1)
7.2 Students from Different Cultural Backgrounds
97(1)
7.3 Take the Time to Get to Know Your Student/Supervisor
98(1)
7.4 Academic Writing and Cultural Diversity
99(2)
7.5 Indigenous Doctoral Students
101(1)
7.6 Choosing a Supervisor
102(2)
7.7 Community Research and Engagement
104(2)
References
106(1)
8 Developing Doctoral Writing
107(12)
8.1 The Importance of the Writing Task
108(2)
8.2 Writing Throughout Candidature
110(1)
8.3 Strategies to Help Students Write
111(1)
8.4 Publishing Through Candidature
112(1)
8.5 Authorship
113(1)
8.6 Predatory Publications
114(1)
8.7 Common Writing Problems
115(1)
8.8 Writer's Block
116(2)
References
118(1)
9 Preparing for Examination
119(14)
9.1 Planning for Submission
120(1)
9.2 Supervisor(s) Initial Review of the Final Thesis
121(1)
9.3 Types of Theses
122(1)
9.4 Preparing for the Oral Defence
123(1)
9.5 Selecting Examiners
124(2)
9.6 What Examiners Expect
126(2)
9.7 Outcomes of Examination
128(1)
9.8 Examination Feedback
129(1)
9.9 Responding to Examiner Feedback
130(1)
References
131(2)
10 After the Examination: Looking to the Future
133(10)
10.1 Opportunities After Graduation
134(2)
10.2 Leadership and the Doctoral Graduate
136(1)
10.3 Thinking Ahead to Life Beyond Graduation
137(2)
10.4 Developing a Personal Mission Statement
139(1)
10.5 Career Planning and Doctoral Supervision
140(1)
10.6 Professional Development for Supervisors
141(2)
Further Reading: Supplementary information 143(3)
Final Thoughts 146(1)
Glossary 147(6)
Index 153
Debra Jackson AO, RN, PhD, SFHEA, FACN is Professor of Nursing at the University of Sydney and University of Technology Sydney. She holds a number of international roles including Professor of Nursing at Oxford Health NHS Foundation Trust (UK), Visiting Professor at Florence Nightingale Faculty, Kings College London (UK), Bournemouth University (UK), and Auckland University of Technology (NZ).  In 2020 Professor Jackson was named Australias leading nurse researcher. In 2019 Professor Jackson was awarded Officer of the Order of Australia for distinguished service to medical education in the field of nursing practice and research as an academic and author. She is a committed and experienced mentor and supervisor of developing researchers, scholars and leaders. She has supervised more than 50 students to completion and has won a Vice-Chancellors award for excellence in doctoral supervision and training (2007). Professor Jackson has published widely, with over 400 publications including journal articles, books and book chapters. She is Editor-in-Chief of the Journal of Advanced Nursing. 

Kim Usher AM, RN, PhD, FACMHN, FACN, is Professor of Nursing in the School of Health, Research Fellow Oxford-Brookes, Oxford, UK, Research Fellow, Ngangk Yira Research Centre for Aboriginal Health & Social Equity, and, Adjunct Professor, Murdoch University, Australia. She is the Editor-in-Chief of the International Journal of Mental Health Nursing and member of the Editorial Board of the Journal of Clinical Nursing and Nursing and Health Sciences. To date, she has over 300 peer-reviewed journal publications and numerous book chapters. Her h-index is 25 (orchid), 41 (google scholar) with an i10-index of 120.  Professor Usher was awarded the Member of the Order of Australia in 2017 in recognition of sustained contribution to nursing and midwifery education and research. She was recognised for teaching by the award of an Australian Learning and Teaching Council Citation for Outstanding Contribution to Student Learning (2008) and a James Cook University Vice Chancellors Award for Higher Degree Research Supervision in 2009. Professor Usher has successfully supervised over 30 PhD students to completion, and continues to supervise a large number of higher degree research students. Her students have received numerous awards and most publish numerous outcomes from their research during their period of candidature. Patricia M. Davidson  RN, PhD FAAN Professor Patricia M. Davidson joined the University of Wollongong as Vice-Chancellor in May 2021. Prior to her current role, Professor Davidson was dean of the Johns Hopkins School of Nursing in Baltimore in the United States. In 2021 she was the recipient of the Consortium of Universities for Global Health (CUGH) Distinguished Leader Award. This honour celebrates her exceptional contributions to the advancement of global health worldwide.





As aglobal leader in nursing, health care, and advocacy, Professor Davidsons work focuses on person-centred care delivery and the improvement of cardiovascular health outcomes for women and vulnerable populations. She has extensively studied chronic conditions, transitional care, palliative care, and the translation of innovative, acceptable, and sustainable health initiatives across the world.





Professor Davidson serves as counsel general of the International Council on Womens Health Issues, and was a past board member of CUGH and secretary general of the Secretariat of the World Health Organizations Collaborating Centres for Nursing and Midwifery. She also serves on the Board of Health Care Services for the National Academies of Sciences, Engineering, and Medicine in the United States.