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Scholarly Caring in Doctoral Nursing Education: Promoting Diversity and Collaborative Mentorship
Author(s) -
Meleis Afaf Ibrahim,
Hall Joanne M.,
Stevens Patricia E.
Publication year - 1994
Publication title -
image: the journal of nursing scholarship
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.009
H-Index - 80
eISSN - 1547-5069
pISSN - 0743-5150
DOI - 10.1111/j.1547-5069.1994.tb00309.x
Subject(s) - mentorship , scholarship , diversity (politics) , promotion (chess) , empowerment , graduation (instrument) , sociology , compromise , pedagogy , nurse education , quality (philosophy) , public relations , engineering ethics , political science , nursing , medical education , medicine , social science , philosophy , geometry , mathematics , epistemology , politics , anthropology , law , engineering
One of the most significant, yet not fully developed goals of doctoral education is the graduation of scholars who can make a major contribution to the discipline of nursing. There have been many discourses and debates about the essential criteria for quality in doctoral programs that create and promote scholarliness. Scholarliness in nursing includes critical thinking, a connection to practice, a commitment to the discipline's mission, substantive mastery areas, philosophical analyses, rigorous investigations, and a social awareness of the relationship between knowledge development and impact on society. Promoting scholarship necessitates the development of a culture of scholarly caring. Scholarly caring can be developed through promotion of diversity and through collaborative mentorship. Features of collaborative mentorship are negotiated relations, mutual interactions, facilitative strategies, and empowerment. To develop these properties of a scholarly doctoral program, attention must be paid to actions that compromise scholarly quality of programs such as the lack of resources and lowered expectations of students.