SCHOLARLY PRODUCTIVITY: A QUALITATIVE INVESTIGATION OF THE ROLE DEVELOPMENT OF NURSE SCHOLARS AND RESEARCH PRODUCTIVITY.
Contributors: Columbia University. Teachers College.
Published: 1995
Number of pages: 268
Subjects: Health Sciences, Nursing.; Education, Adult and Continuing.; Women's Studies.; Education, Higher.
Description: The purpose of this exploratory investigation was to discover knowledge about factors that promoted scholarly productivity of doctorally prepared nurses. Of particular interest were factors that promoted research productivity.

A qualitative descriptive research design was used to explore the holistic nature of the role development of 11 nurse scholars. The purposive sample included two groups of doctorally prepared nurses: nurse research scholars and nurse scholars. The participants were interviewed in an attempt to uncover "why" and "how" a scholarly identity had evolved.

A semi-structured, open-ended interview was used to collect the data. The interview guide was designed to elicit the participant's perspective on what they believed were the factors that contributed to their scholarly productivity. The guide also addressed three specific areas found in the literature which are known to influence scholarly productivity: doctoral education, mentors/role models, and the practice setting environment. Each participant also provided a copy of their curriculum vitae which was used during data analysis.

The constant comparative analysis of the data revealed the similarities and differences between the two groups of nurse scholars. This investigation provides insights into the educational, relational and practice setting influences on scholarly productivity. Research is integral to the scholarly nursing practice of these participants. All the participants used research in their nursing practice. However, the research scholars shared a unique role evolution; a distinct researcher profile emerged.

The conceptual model emerged from the data analysis and portrays the similarities between the two groups of nurse schoLars. It presented itself as recurring patterns of behavior of all the participants. It illustrates: vision, commitment, power ("knowing participation in change"), critical junctures, and critical reflection on self directed learning. Embodied within the participant's vision and commitment were the senses of "connectedness" and "relatedness".

The participants revealed their "relational self" as they described their "knowing participation in change". They shared in the creation of their reality, participated in the unfolding of their potential, and created their futures, as they developed professionally. Knowing participation in change and critical reflection on self directed learning were the processes the scholars used on their journey to scholarship.
Notes: Source: Dissertation Abstracts International, Volume: 56-07, Section: B, page: 3690.

Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE, 1995.

School code: 0055.