Abstract
Background: A strong foundation in philosophy, theory, and disciplinary knowledge is essential for nurse scientists who engage in rigorous research to advance the discipline. Doctoral education curriculum should meet the learning needs of upcoming generations of technology-proficient students. Purpose: To describe a PhD program's innovative revision of the philosophy of nursing science course. Method: The analyze, design, develop, implement, and evaluate instructional design model and 4 elements of the transformative doctoral education model guided the redesign. Results: Course content revisions resulted in 5 modules that developed students' identity as a nurse scientist, personal philosophy of nursing science, and understanding of philosophical paradigms. Course assignments fostered student skill development in scholarly writing and presentations. Student and program faculty supported positive course outcomes. Conclusion: The revised philosophy of nursing science course facilitated doctoral students' development as future nurse scientists and philosophers.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 283-288 |
| Number of pages | 6 |
| Journal | Nurse educator |
| Volume | 50 |
| Issue number | 5 |
| DOIs | |
| State | Published - Sep 1 2025 |
Keywords
- curriculum
- digital native
- doctoral education
- graduate nursing education
- nursing philosophy
ASJC Scopus subject areas
- General Nursing
- Education
- Fundamentals and skills
- LPN and LVN