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EVALUATING THE OUTCOMES OF A DISTANCE-ACCESSIBLE PHD PROGRAM.

The Doctor of Nursing Science (DNS) Program at Indiana University School of Nursing matriculated the first students in 1978. In 1996, the DNS program was phased out and the PhD in Nursing Science program was approved. Given advances in technology, market demand, and faculty expertise, a decision was...

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Published in:Journal of Professional Nursing Vol. 27; no. 2; pp. 69 - 78
Main Authors: Broome, Marion E., Halstead, Judith A., Pesut, Daniel J., Rawl, Susan M., Boland, Donna L.
Format: research tables/charts Journal Article
Published: W B Saunders Mar/Apr2011
Online Access:View this record in EBSCOhost
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      dt: Mar/Apr2011
      vid: 27
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      pub: W B Saunders
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        atl: EVALUATING THE OUTCOMES OF A DISTANCE-ACCESSIBLE PHD PROGRAM.
      aug:
        au:
          Broome, Marion E.
          Halstead, Judith A.
          Pesut, Daniel J.
          Rawl, Susan M.
          Boland, Donna L.
        affil: Distinguished Professor and Dean, Indiana University School of Nursing, Indianapolis, IN.
      sug:
        subj:
          Education, Nursing, Doctoral Indiana
          Education, Non-Traditional
          Program Evaluation
          Indiana
          World Wide Web
          Curriculum
          Faculty, Nursing
          Mentorship
          Faculty-Student Relations
          Narratives
          Human
          Videoconferencing
          Student Satisfaction
          Questionnaires
          Funding Source
      ab: The Doctor of Nursing Science (DNS) Program at Indiana University School of Nursing matriculated the first students in 1978. In 1996, the DNS program was phased out and the PhD in Nursing Science program was approved. Given advances in technology, market demand, and faculty expertise, a decision was made in 2002 to revise the PhD program to make it "distance- accessible" with courses and other learning experiences designed to be delivered using both synchronous and asynchronous Web-based technologies. As part ofthe newly designed program, distance-accessible courses were paired with an annual 2-week summer residential intensive learning experience on the Indiana University-Purdue University at Indianapolis (IUPUI) campus. This article discusses the process and outcome evaluation for this innovative program, with a particular focus on pedagogies faculty have found effective for scholarly mentoring and on best practices for distance-accessible doctoral education. Evaluation of program outcomes indicates graduates are well positioned to provide leadership in the areas of knowledge development for nursing science, practice, and education.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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