Learning how to apportion your time is a crucial skill you will need to develop. A PhD can also bring financial challenges, particularly if you are funding yourself, even if this is only a drop in salary during your period of study.
Self-funding may also mean not having a base organisation where you can conduct your research. Securing the assistance of a gatekeeper, someone who is employed at the organisation where you wish to do the research is essential. Contact with researchers and clinical staff as needed at an early stage can save valuable time by helping with issues such as gaining access to the research site, and locating and introducing yourself in the area.
Although you will probably meet like-minded students on courses you choose to take, you will also need to be self-motivated to study alone for at least some of the time. Some people are put off taking a PhD because they fear it will be a long and lonely journey, but seeking support from supervisors, colleagues and former PhD students can help negate this.
For example, training in additional skills, presenting at conferences and networking over the duration of the PhD will enhance your prospects of paid employment afterwards. Your PhD will also give you an in-depth understanding of your topic, and on-going research interests and methodological preferences, to take you forward.
The following case studies describe our experiences of embarking on a PhD, including our careers leading up to it and the different routes we took. They also describe the lessons we learned along the way, including our tips Box 1 and Box 2 to ensure success. I qualified as a general nurse in I then moved to the US for a year on a Florence Nightingale Scholarship to study intermediate care delivery.
Following my return, I managed a community hospital in Birmingham. After a year, I moved to a community role as lead nurse in a rapid response nursing team before moving back into acute hospital care to take on the role of consultant nurse, where my main interest has been service improvement.
Once I had managed to get work published, my mission was to share what I was doing through robust data collection and a systematic approach to writing, as I never saw the point of doing work unless it could be shared.
At the back of my mind, I also had the idea of studying for a PhD to delve deeper into the theory and social science underpinning patient discharge. As a consultant nurse, I took three secondments; in older persons care, at a faculty of education and my current secondment one day a week at the University of Birmingham. In , while on secondment at the faculty of education, I was encouraged by the head of education to apply for a PhD fellowship.
Although this seemed a natural next step for me, I was unsure what further study would add and was worried about leaving clinical practice behind. However, I felt a PhD could break the glass ceiling that I felt at times had held me back from academic career progression. The research career pathways the NIHR provided were new to me, and the process of applying for a PhD felt like scaling a mountain without any equipment, putting me on a huge and rapid learning curve.
I wanted to create a risk assessment for discharge for patients admitted to hospital and my intended career pathway was to become a clinical academic nurse. My line manager provided guidance and a supporting statement.
The proposal also required a full literature review to ensure the research gap I envisaged was real. I chose the University of Manchester as my place of study as I had studied there before, and was required to submit my research proposal and key milestones for three years of study.
Despite preparations over 12 months, my first application to the NIHR was unsuccessful. At interview, the panel felt I had the right attributes, but had insufficient support from my organisation. An onward career pathway is a critical aspect of gaining any research funding and they felt my organisation lacked the vision to find me suitable employment on completion. Undeterred, I reapplied a year later following a clear strategy see tips in Box 1. The next stage was quite daunting, as I had to leave my full-time post, become a student and learn completely new skills.
I met my supervisors every month; one supervisor gained a promotion and left soon after I started, but the other saw me through to the finish. I completed my PhD in and then had a post-doctoral fellowship funded by Health Education England and hosted through the University of Birmingham. This gave me time to complete further publications arising from my PhD, progress research work, consider funding streams and complete further research methods training.
I got funding from the Burdett Trust for Nursing for evaluation work of an education programme in acute medicine Lees-Deutsch et al, Learners can complete the DNP in as few as two years, while the Ph.
The DNP emphasizes the completion of clinicals and practica, while the Ph. Students who want more clarity on the differences and similarities of these programs can learn more in this guide. This section explores some of the major differences between online DNP and Ph. While both the Ph. The curriculum also devotes more time to understanding the history of the discipline alongside contemporary challenges and opportunities. The DNP, in contrast, focuses on building advanced clinical skills that can be used in advanced practice roles.
Students spend much of their time examining how research translates into their professional work as a nurse. Both also seek a personal statement and letters of recommendation.
DNP applicants typically seek letters from clinical supervisors, while Ph. Find a program that meets your affordability, flexibility, and education needs through an accredited, online school. One of the factors that most visibly sets DNP and Ph. The Ph. As part of graduation requirements, students pursuing a DNP usually engage in approximately 1, hours of clinical work practice in a professional setting.
This degree primarily prepares nurses for a career in nursing education or nurse research, but it can also be useful preparation for administrative roles or private practice.
A few nurses decide to finish an advanced degree early in their careers, perhaps even before they join the work force, but the vast majority go back to school online to earn advanced credentials on their own schedule. Nurse researchers are responsible for obtaining the scientific data necessary to improve care practices in hospitals around the country; for example, it was nurse researchers who discovered that a 10 percent increase in BSN-educated nursing staff leads to a five percent drop in patient mortality after surgery, influencing national hospital hiring policies for nurses.
According to InsideHigherEd. Nursing programs had to turn away more than 75, qualified nursing school applicants in alone, for lack of faculty to teach them.
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