Relevant bibliographies by topics / Nurses with doctoral degrees

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Nurses with doctoral degrees'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Nurses with doctoral degrees"

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Graves, Barbara A., Stephen Tomlinson, Marilyn Handley, et al. "The Emerging Doctor of Education (EdD) in Instructional Leadership for Nurse Educators." International Journal of Nursing Education Scholarship 10, no. 1 (2013): 195–201. http://dx.doi.org/10.1515/ijnes-2012-0024.

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AbstractThe nursing faculty shortage is directly related to the ongoing shortage of nurses. As a result of many nursing faculty retiring, the discipline of nursing is losing its most experienced educators. The need is great for programs that will increase access and prepare nurse educators. Doctorate degrees for nurses have evolved in myriad ways. Discussions over the nature of doctoral education for the preparation of nurse educators are at the forefront of debates in nursing education. In response to National League for Nursing (2007; Core competencies of nurse educators, http://www.nln.org/profdev/corecompletter.htm) and Institute of Medicine (2010; The future of nursing: Leading change, advancing health. Washington, DC: National Academies Press, http://thefutureofnursing.org/IOM-Report) calls to increase the number of nursing faculty, the colleges of nursing and education at a major university have combined to establish a collaborative doctoral program. This article describes the historical evolution of the nursing doctorate degrees and the development and implementation of the EdD in Instructional Leadership for Nurse Educators.
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Kurucz, Susan, Angie Lim, Lori Rietze, and Mindy Swamy. "Web-Based Learning: A Bridge to Meet the Needs of Canadian Nurses for Doctoral Education." Canadian Journal of Higher Education 45, no. 1 (2015): 37–47. http://dx.doi.org/10.47678/cjhe.v45i1.183935.

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Canada does not have enough nurses with doctoral degrees. Such nurses fill important roles as researchers, educators, leaders, and clinicians. While a growing number of Canadian universities offer doctorate degrees in nursing, most institutions have only traditional on-campus programs, posing barriers for nurses who reside in places geographically distant from those institutions or who require more flexibility in their education. We describe our experiences as the inaugural cohort of the doctoral program by distributed learning at the University of Victoria School of Nursing. Since 2011, we have used a variety of electronic modalities and participated in several very short on-site intensives. Our experience indicates that distributive learning modalities improve access and deliver academically rigorous programs. 
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Young, Diane, Natasha Colvin, Sherry Seibenhener, and Andrea Johnson. "The Nursing Doctorate: One Size Does Not Fit All." Creative Nursing 25, no. 4 (2019): 334–37. http://dx.doi.org/10.1891/1078-4535.25.4.334.

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The demand for Advanced Practice Registered Nurses, nursing faculty, and nursing leaders is driving the increase in nurses seeking doctoral degrees (Bednash, Brelin, Kirschling, & Rosseter, 2014). A variety of programs have emerged to prepare nurses for careers in health administration, research, and advanced clinical practice. Prospective graduate level nursing students can choose from doctoral programs focused on research or practice. Potential doctoral students now have several different degrees to choose from, and deciding which one is right for them can be a daunting task.
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GURNEY, CYNTHIA A., CHARLES W. MUELLER, and JAMES L. PRICE. "Job Satisfaction and Organizational Attachment of Nurses Holding Doctoral Degrees." Nursing Research 46, no. 3 (1997): 163–71. http://dx.doi.org/10.1097/00006199-199705000-00007.

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Wheeler, Rebecca McCombs, and Lisa Wright Eichelberger. "Perspectives of Nurses Pursuing Doctoral Degrees in Georgia: Implications for Recruitment." Journal of Nursing Education 56, no. 8 (2017): 466–70. http://dx.doi.org/10.3928/01484834-20170712-04.

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Cawley, James F. "Doctoral degrees for PAs: What happens next?" Journal of the American Academy of Physician Assistants 21, no. 3 (2008): 13. http://dx.doi.org/10.1097/01720610-200803000-00002.

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Jones, David M. "Doctoral degrees for PAs: What happens next?" Journal of the American Academy of Physician Assistants 21, no. 4 (2008): 1. http://dx.doi.org/10.1097/01720610-200804000-00005.

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Asp, Eric. "Doctoral degrees for PAs: What happens next?" Journal of the American Academy of Physician Assistants 21, no. 5 (2008): 1. http://dx.doi.org/10.1097/01720610-200805000-00001.

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Ahmadi Chenari, Hadi, Masoumeh Zakerimoghadam, and Steven L. Baumann. "Nursing in Iran: Issues and Challenges." Nursing Science Quarterly 33, no. 3 (2020): 264–67. http://dx.doi.org/10.1177/0894318420920603.

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The authors of this article discuss the challenges that nurses in Iran face as they seek to advance the profession and healthcare in Iran. The challenges they face are shared by nurses in other nations in the region and to some degree globally, that is to say a significant nursing and nurse educator shortage, the aging of the nursing work force, and inadequate resources committed to the recruitment, education, and retention of a sufficient number of competent nurses to deal with the information explosion and rapidly changing workplace. Nurses in Iran have historically suffered from a low social status that has limited their voice in the country, despite having the BSN (Bachelor of Science in Nursing) as the entry to practice, and fine graduate and doctoral programs in the country. Efforts to address these challenges are discussed.
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Rodger, Ginette Lemire. "CANADIAN NURSES SUCCEED AGAIN THE LAUNCH OF CANADA'S FIRST DOCTORAL DEGREE IN NURSING." Journal of Advanced Nursing 16, no. 12 (1991): 1395–96. http://dx.doi.org/10.1111/j.1365-2648.1991.tb01584.x.

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Dissertations / Theses on the topic "Nurses with doctoral degrees"

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Farren, Elizabeth Anne. "Research Productivity of Doctorally Prepared Nurses." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331831/.

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The purpose of this study is to determine the possible relationship between post-doctoral research productivity of doctorally prepared nurses and instructional experiences of doctoral study, conditions of employment and other factors that may be related to research productivity. The design of the study is causal comparative.
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Pederson, Gail. "Factors That Enable Later Career Female Nurses to Complete Their Ph.D. Degrees in Nursing." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1329936403.

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Maxwell, Judith Margaret, and judy maxwell@rmit edu au. "Contesting the Culture of the Doctoral Degree: Candidates' Experiences of Three Doctoral Degrees in the School of Education, RMIT University." RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091029.144203.

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This study is situated within a context of the changing role and value of the university, particularly in terms of a renewed focus on the importance of 'practical' research. It seeks to explore candidates' experiences of the culture of three doctoral research degrees in the School of education, RMIT University. The degrees in question are the Doctor of Philosophy by thesis, the Doctor of Philosophy by project and the Doctor of Education. The research sought to problematise and contest current understandings of doctoral candidates' experiences by highlighting complexities in the process and identifying differences and similarities between each of the three degrees. The main research question is 'How do candidates perceive the respective cultures of traditional, practice-based and professional doctoral education?' A nested, multiple-case study of the three doctoral modes was used to address three sub-questions, which focused on the norms and practices of candidates ; the extent to which their needs and expectations were met; and differences in their notions of research and practice. Differences and similarities between the degrees are analysed, leading to answers to the fourth sub-question which sought to identify what can be learned in terms of supervisor pedagogy and learning support. The research design was underpinned by a Bourdieuian epistemology and a critical theoretical perspective. Bourdieu's theory of practice with its conceptual tools of habitus, field, capital, agent and practice allowed analysis of candidates' experiences and the doctoral structures within which their practice resides through one critical lens. The data revealed many issues common to all doctoral programs. These include the importance of understanding the various habitus' and relative amounts of cultural capital of candidates, and the impact of a perceived lack of learning community. Other findings related to ambivalence regarding the types of cultural and social capital appropriate for do ctoral candidates not aiming to work in an academic environment where these are in conflict with the workplace. Three meta-themes were developed: tensions between and within the field; challenges to autonomous principles; and the importance of habitus and cultural capital in doctoral study. The study added to the literature aimed at increasing understanding of candidates' trajectories toward success in the doctoral field, thereby informing supervisor and learning support pedagogy. Five recommendations were proposed, aimed at producing a vibrant doctoral learning community with a deeper understanding of candidates' issues.
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Gibbs, Sally Elizabeth. "Learning to learn the hard way? : learning styles and approaches to doctoral research." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368399.

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Lawrence, Lisa E. "Adult education doctoral graduates and faculty judgments about the professional utility of courses and major concepts of their doctoral programs to meet employment-related needs." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/535899.

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The purpose of the study was (1) to learn how graduates of doctoral programs evaluate the courses and major concepts of their doctoral programs In adult education in terms of how the courses and concepts contribute importantly to the employment related needs of the graduates, their employing organizations and the society, (2) to learn how faculty in adult education doctoral programs evaluate the courses and concepts of their programs, and how well these courses and concepts help the graduates meet employment related Individual and societal needs, (3) to establish the amounts of agreement between the Judgments of faculty and graduates, and (4) to learn what these two groups Judge should be the employment facilitating content of doctoral programs In adult education In the next five to ten years.The populations for the study were drawn from twenty-one universities across the United states of America. The administrator from each adult education program in the university contacted was asked to submit the names and addresses of three faculty and six alumni.Two questionnaires, one for alumni and the other for faculty were mailed to the faculty and alumni whose names were received. One hundred and thirty two questionnaires were sent to alumni and sixty five questionnaires were sent to faculty. Ninety two responses were received from alumni or approximately seventy percent. Fifty four responses were received from faculty or eighty-three percent.Data from the questionnaires were tabulated, analyzed, summarized and reported In table and narrative form. The findings and conclusions were that, in the judgments of graduates and faculty:1) Doctoral programs In adult education were effective In that they made important contributions in preparing graduates to succeed as professionals In programs that educate or reeducate adults.2) Courses completed in doctoral programs In adult education prepared graduates to meet the expectations of Prospective employers.3) Modifications should be made to adult education programs i n the 1990s to Include:a) Practical application experience or “externship”In the graduates' chosen field of employment after they have completed their doctoral program.b) The teaching of greater communication skills, both written and oral.c) Academic tracks which allow all graduates to select courses geared to their career goals.<br>Center for Lifelong Education
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Rogers, Antoinette Michelle. "Factors Leading to Successful Attainment of Doctoral Degrees in Education by African American Women." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1572.

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Gardner, Susan Kristina. ""If it were easy, everyone would have a Ph.D." doctoral student success : socialization and disciplinary perspectives /." Online access for everyone, 2005. http://www.dissertations.wsu.edu/Dissertations/Spring2005/s%5Fgardner%5F040605.pdf.

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Dunlap, Rosalinda Cadena Dr. "The Relationship between Policies, Practices and Institutional Trends in the Awarding Of Doctoral Degrees to Hispanic Students." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1364825158.

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Columbaro, Norina L. "Paving the Way Toward Faculty Careers in Higher Education: Student Mentoring Relationship Experiences While Completing Online Doctoral Degrees." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1449575557.

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Overton, Kirby C. Overton. "Diversity in Higher Education: Positive Motivational Factors for African Americans Pursuing Doctoral Degrees to Acquire Tenured Faculty Positions." University of Findlay / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1524758241025274.

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Books on the topic "Nurses with doctoral degrees"

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Changing doctoral degrees: An international perspective. Society for Research into Higher Education, 1994.

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Harrison, Liz. Paperheads: Living doctoral study, developing doctoral identity. Peter Lang, 2012.

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Great Britain. Department of Health and Social Services, Northern Ireland. Statistics and Research 2 Branch. Survey of nurses with degrees 1988. DHSS, 1989.

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Anastas, Jeane W. Doctoral education in social work. Oxford University Press, 2012.

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Library, Bangalore University. Catalogue of doctoral theses, 1964-1989: Submitted to the Bangalore University for the award of doctoral degrees. Edited by Pattanashetti C. K, Doraswamy K, and Ramani Mohan. Bangalore University Library, 1990.

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Mary, Dykstra. The impact of doctoral research in information science and librarianship. British Library Research and Innovation Centre, 1997.

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Susan, Tinley, Seibert Diane, American Nurses Association, and International Society of Nurses in Genetics, eds. Essential genetic and genomic competencies for nurses with graduate degrees. American Nurses Association, 2012.

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Forum on Doctoral Nursing Education (16th 1992 Baltimore, Md.). Proceedings of the 1992 annual Forum on Doctoral Nursing Education: Nursing as a human science : prevailing paradigms and their implications for preparing nurse scientists. School of Nursing, University of Maryland at Baltimore, 1992.

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Reshaping doctoral education: Changing approaches and pedagogies. Routledge, 2012.

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Shettle, Carolyn. Who is unemployed?: Factors affecting unemployment among individuals with doctoral degrees in science and engineering. National Science Foundation, Directorate for Social, Behavioral, and Economic Sciences, Division of Science Resources Studies, 1997.

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Book chapters on the topic "Nurses with doctoral degrees"

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Gokhberg, Leonid, Natalia Shmatko, and Laudeline Auriol. "Rethinking the Doctoral Degrees in the Changing Labor Market Context." In The Science and Technology Labor Force. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27210-8_1.

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Shukla, Satyabrat, Gautam Singh, and Purnima Lala Mehta. "Engine Prototype and Testing Measurements of Autonomous Rocket-Based 360 Degrees Cloud Seeding Mechanism." In Proceedings of Second Doctoral Symposium on Computational Intelligence. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3346-1_39.

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Kroll, Jeri. "Chapter 10. Originality and Research: Knowledge Production in Creative Writing Doctoral Degrees." In Creative Writing and Education, edited by Graeme Harper. Multilingual Matters, 2015. http://dx.doi.org/10.21832/9781783093540-019.

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Kim, Dongbin, Jin-young Roh, and Erinn Taylor de Barroso. "To Stay or Not to Stay: A Decision to Make upon Completion of Doctoral Degrees Among Asian International Doctorates in U.S. Higher Education Institutions." In Understanding International Students from Asia in American Universities. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60394-0_11.

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Ashlee, Aeriel A. "Finding Grace." In Degrees of Difference. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043185.003.0008.

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This chapter features a critical race counterstory from an Asian American womxn of color about her doctoral education and graduate school socialization. Framed within critical race theory, the author chronicles racial microaggressions she endured as a first-year higher education doctoral student. The author describes the ways in which the model minority myth is wielded as a tool of white supremacy and how the pervasive stereotype overlaps with the imposter syndrome to manifest in a unique oppression targeting Asian American graduate students. The author draws inspiration from Asian American activist Grace Lee Boggs, which helps her resist the intersectional oppression of white supremacy and patriarchy present within academia. The chapter concludes with recommendations to support womxn of color graduate students.
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Sampson, Carrie. "Evoking My Shadow Beast." In Degrees of Difference. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043185.003.0002.

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Life does not stop for anyone pursuing a graduate degree. For women of color, however, cultural and familial pressures sometimes make finishing our graduate degrees more difficult. This chapter explores the experience of a woman of color doctoral student completing her dissertation while also caring for her two young children, watching over two parents who struggled with serious illnesses, and managing a household. Framed by critical race feminism, this counterstory highlights microaggressions that exist in institutions of higher education but also within families. Exploring notions such as Superwoman, the “double-bind,” and the often-competing expectations related to traditional gender roles and aspirations, this chapter urges women of color to consider different ways of caretaking that promote liberation, eliminating the patriarchal and misogynistic expectations that tend to hinder the progress of women of color in graduate school.
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"An Academic Solution." In Global Demand for Borderless Online Degrees. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-8912-9.ch009.

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Teaching, like golf, requires a bag of clubs. There are the drivers to deliver information, strengthen thinking, and build student skills. The putter and the wedge serve to motive students and keep them engaged. This chapter, written for teachers, gives practical examples of how to mix and match the face-to-face, blended, and fusion classrooms to improve learning outcomes. The development of the online pedagogy began while managing the first distance-learning program at a U.S. community college. The research continued for a decade more while beginning online learning at university in the South Pacific that delivered training to 10 developing nations. That research was followed by a four-year pilot study that created fusion classes to improve the performance of doctoral candidates enrolled in an online doctoral program.
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Berg, Gary. "Alternatives to the Traditional Doctoral Dissertation." In Redesigning Higher Education Initiatives for Industry 4.0. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7832-1.ch013.

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In response to increased criticism of the utility of the traditional doctoral dissertation, some institutions have incorporated additional options for students such as articles, portfolios, and industry-specific projects. This trend towards allowing alternatives for doctoral students coincides with the rise internationally of what are variously called professional, applied, or practitioner doctorates in various disciplines. The goal of this review of the relevant research literature and policy documents is to understand the evolution of professional doctoral degrees, and how rigor and quality are evaluated specifically with non-dissertation capstone projects. Findings suggest that universities, accrediting agencies, and professional associations recognize a need for new standards for alternatives to the traditional dissertation in order to make such options rigorous and relevant for the students.
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Myers, Cynthia D., and Margaret L. Stuber. "Spirituality and Complementary and Alternative Medicine." In Comprehensive Handbook of Childhood Cancer and Sickle Cell Disease. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195169850.003.0015.

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The use of complementary and alternative medicine by children with cancer appears to be common, with 31% to 84% of pediatric oncology samples reportedly using at least one complementary or alternative therapy according to surveys conducted in several regions of the world, including North America (Fernandez et al., 1998; T. Friedman et al., 1997; Kelly et al., 2000; Neuhouser et al., 2001); Australia (Sawyer et al., 1994); the Netherlands (Grootenhuis et al., 1998); Finland (Mottonen &amp; Uhari, 1997); and Taiwan (Yeh et al., 2000). This chapter reviews the medical literature regarding complementary and alternative medicine in relation to pediatric oncology. To begin, the issue of defining complementary and alternative medicine is addressed. Studies of complementary and alternative medicine use by the general adult population and by adults with cancer as well as by pediatric oncology samples are described to highlight issues concerning definitions of complementary and alternative medicine and to ascertain the prevalence of use of specific complementary and alternative medicine modalities. Available reports of clinical trials testing complementary and alternative medicine modalities in the context of pediatric cancer are summarized. Finally, a discussion is provided on spirituality and religion in relation to complementary and alternative medicine and the challenges faced by children with cancer and their families. Complementary and alternative medicine was described by the National Center for Complementary and Alternative Medicine (NCCAM) at the National Institutes of Health as “a group of diverse medical and health care systems, practices, and products that are not presently considered to be part of conventional medicine.” The NCCAM indicated that the term complementary therapy refers to therapies used in conjunction with conventional medicine; alternative therapies are those that are used in place of conventional medicine, for which conventional medicine is defined as medicine as practiced by holders of medical doctor (M.D.) or doctor of osteopathy (D.O.) degrees and other health professionals, including physical therapists, psychologists, and registered nurses. According to the NCCAM, additional terms for conventional medicine include allopathy, Western, mainstream, orthodox, regular medicine, and biomedicine; additional terms for complementary and alternative medicine include unconventional, nonconventional, and unproven medicine.
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"Higher Education and the Move From Bachelor's Degrees to Graduate Programs." In Teaching and Learning Perspectives on Doctoral Programs in Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2656-9.ch002.

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This chapter explains relevant parts of the historical development of American universities. It begins with the development of graduate studies in European institutions and explains selected parts of this history that are relevant to the doctorate in contemporary American universities. Details of the development of American colleges and universities are presented focusing on the nature of the doctoral degrees in American universities, the founding of the American Association of Universities (AAU), and the AAU's influence on the movement towards standardization of the doctorate.
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Conference papers on the topic "Nurses with doctoral degrees"

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Wilson, Carolyn, and Christopher M. Keane. "THE PREPARATION AND IMMEDIATE FUTURE PLANS OF GEOSCIENCE GRADUATES WITH MASTER’S AND DOCTORAL DEGREES." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-285341.

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Ali, Azad, and Fred Kohun. "Dealing with Social Isolation to Minimize Doctoral Attrition - A Four Stage Framework." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3082.

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The purpose of this paper is to create a study model or framework for dealing with social isolation in doctoral programs. Previous studies have focused on the issue of attrition among doctoral students and the factors that cause doctoral students to drop out prior to completing their degrees. Among the factors that affect students’ decisions to leave doctoral programs is the feeling of social isolation; however, the studies have focused on identifying the causes rather than establishing a framework for dealing with isolation feeling in doctoral programs. This paper intends to fill the gap and to establish a framework for dealing with isolation feelings in order to minimize doctoral attrition.
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Kohun, Frederick, and Azad Ali. "A Doctorate Degree Program in Information Systems of a Kind." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2860.

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This paper discusses the design characteristics of a doctoral program in information systems at a university located in Western Pennsylvania. The program design includes unique characteristics that are intended to minimize the attrition rate among the students enrolled. The paper begins by discussing baseline statistics and reasons for attrition rates in doctoral programs. The focus thereafter is an overview of computer related doctoral programs that offer doctoral degrees in information systems. It concludes with a detailed description of the specific design attributes of the Doctor of Science program in Information Systems and Communications at Robert Morris University (RMU).
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Forthun, Gracie, and Sydney Freeman Jr. "Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3673.

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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose : Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background: This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology : Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.
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Oliveras, Juan, Lloyd E. Barrett, and Ronald D. Flack. "Developing a Cooperative International Program in Graduate Education and Research." In ASME 1997 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/97-gt-313.

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This paper describes cooperative research and graduate instructional activities by the University of Virginia (UVA) and Universidad Simon Bolivar (USB) which focus on research and developments in rotor dynamics and turbomachinery, including gas turbines. The cooperative efforts have been underway since 1991. Both universities have independently developed programs in this area with strong ties to industry. At the University of Virginia a program has been in place for 25 years that specializes in rotor dynamics, bearings, seals, turbomachine flows; including an industrial consortium base of over 40 companies. The program at the University of Virginia comprises the typical curricula in the US for Master of Engineering, Master of Science, and Doctoral degrees. Universidad Simon Bolivar has more recently developed a Postgraduate Program for engineers in the Venezuelan oil and petrochemical industry. The course focuses on turbomachinery issues, has the typical academic structure of a Master of Engineering with a duration of two years, and is tailored to the needs of students working full time in industry. Multiple cooperative efforts have proceeded in a number of areas. UVA faculty have taught portions of the Postgraduate courses at USB; USB and UVA faculty have developed joint research projects; USB faculty have conducted research activities and taught at UVA; and several USB faculty have attended UVA to obtain graduate degrees. Discussions between the two universities are underway to permit the exchange of course credits for graduate degrees; the final aim is to establish a Doctoral Program in the turbomachinery area at USB.
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Chawla, R., J. P. Ansermet, J. M. Cavedon, et al. "The Swiss Master in Nuclear Engineering: A Collaboration Between Universities, Research Centre and Industry." In 18th International Conference on Nuclear Engineering. ASMEDC, 2010. http://dx.doi.org/10.1115/icone18-29218.

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The two national technical universities in Switzerland, viz. the Swiss Federal Institutes of Technology at Lausanne (EPFL) and at Zurich (ETHZ) have a rich and long tradition in nuclear education. Student research in nuclear engineering, particularly at the doctoral level, has usually been conducted in collaboration with the Paul Scherrer Institute (PSI) at Villigen, the national research centre where most of the country’s fission-related R&amp;D is carried out. A significant part of this R&amp;D is carried out in close collaboration with the Swiss Nuclear Utilities (swissnuclear). The four above, key national players in nuclear teaching and research in Switzerland — EPFL, ETHZ, PSI and swissnuclear — have recently pooled resources in implementing a new Master of Science degree in Nuclear Engineering (NE). The present paper describes the main features and experience acquired to date in the running of this, first-ever, common degree offered jointly by the two Swiss Federal Institutes of Technology. The program, although naturally addressing Switzerland’s needs, is clearly to be viewed in an international context, e.g. that of the Bologna Agreement. This is reflected in the composition of the first two batches, with about 70% of the students having obtained their Bachelor degrees from universities outside Switzerland. Starting September 2010, the curriculum of the EPFL-ETHZ NE Master will be upgraded, from its current 90 ECTS credit points (3 semesters) to a 120 ECTS (4 semesters) program. An overview is provided of the current 90-ECTS curriculum, as also a sketch of the changes foreseen in going to 120 ECTS.
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Reports on the topic "Nurses with doctoral degrees"

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Shirley, Duveen. Manpower Assessment Brief #44: NUCLEAR ENGINEERING Enrollments Decreased at All Levels in 1998. Undergraduate and Doctoral Degrees Decreased, While Master's Degrees Increased Slightly. Office of Scientific and Technical Information (OSTI), 1999. http://dx.doi.org/10.2172/6702.

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Shirley, Duveen. Manpower Assessment Brief #45: HEALTH PHYSICS Enrollments Decreased at All Levels in 1998.Undergraduate and Master's Degrees Decreased, While Doctoral Degrees Increased Slightly. Office of Scientific and Technical Information (OSTI), 1999. http://dx.doi.org/10.2172/6703.

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Use of Graduate Doctoral Degrees by Members and Certificate Holders. American Speech-Language-Hearing Association, 2013. http://dx.doi.org/10.1044/policy.et2013-00335.

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Nuclear engineering enrollments decreased 9 percent overall in 1994; undergraduate degrees increased, while master`s and doctoral degrees decreased. No. 30. Office of Scientific and Technical Information (OSTI), 1995. http://dx.doi.org/10.2172/93531.

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Manpower Assessment Brief #40: Nuclear Engineering Enrollments Decreased at All Levels in 1996. Undergraduate and Master`s Degrees Decreased While Doctoral Degrees Increased. Office of Scientific and Technical Information (OSTI), 1997. http://dx.doi.org/10.2172/16129.

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Manpower Assessment Brief #41: Health Physics Enrollments Decreased at all Levels in 1996. Undergraduate Degrees Decreased, Master`s Increased, and Doctoral Degrees Remained the Same. Office of Scientific and Technical Information (OSTI), 1997. http://dx.doi.org/10.2172/16130.

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