A framework for planned change: achieving a funded PhD program in nursing.

L Trojan, P Marck, C Gray, G L Rodger
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Abstract

This paper describes a process of planned change undertaken by a group of graduate nursing students of the University of Alberta. Their goal, a funded PhD program in Nursing, was realized fourteen months after their initial meeting. The message of their story is a simple yet significant one for all nurses who wish to influence their environment: Using a framework of planned change, a group of people who organize and commit themselves to a clear goal can become impossible to ignore. In the complexities and uncertainties of today's health care system, many nursing leaders wonder how to effectively insert themselves into the changes occurring in their environments. In this paper, the process of planned change is described through the story of one group of nurses who deliberately set out to reach a desired goal: a funded PhD Program in Nursing at the University of Alberta. Fourteen months later on December 21, 1990, a funded PhD Program in Nursing became a reality. In the early 1980's, several nurses attempted to establish doctoral education for nurses in Canada. The need was for nurse researchers and leaders with doctoral qualifications within the Canadian context. By 1986, the collaboration of nursing faculties at the University of Alberta in Edmonton and the University of Calgary was well under way. The work of Dr. Shirley Stinson, Dr. Janetta McPhail, and Dr. Margaret Scott-Wright with their colleagues resulted in academic approval for the first PhD Program in Nursing in Canada, at the University of Alberta in Edmonton. The starting date of the program, however, was subject to the availability of funding. Funding remained elusive for the next three years, and in the fall of 1989, the Nursing Graduate Student Association decided to form a committee to obtain funding for the doctoral nursing program. Nineteen graduate nursing students from the University of Alberta and the University of Calgary banded together to create the "Nursing PhD Program a Reality" group (NPPR). The group used a framework of planned change based on concepts found in the literature on power, politics, and political action.

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计划改变的框架:获得资助的护理学博士学位。
本文描述了阿尔伯塔大学的一群研究生护理学生所进行的计划变更过程。他们的目标是资助一个护理学博士项目,在他们初次见面14个月后就实现了。对于所有希望影响周围环境的护士来说,他们的故事传达了一个简单而重要的信息:通过有计划的变革框架,一群人组织起来,致力于一个明确的目标,这是不可忽视的。在当今医疗保健系统的复杂性和不确定性中,许多护理领导者想知道如何有效地将自己融入环境中发生的变化。在这篇论文中,计划改变的过程是通过一组护士的故事来描述的,他们故意开始达到一个期望的目标:阿尔伯塔大学的一个资助的护理博士项目。14个月后的1990年12月21日,一个获得资助的护理学博士项目成为现实。80年代初,几位护士尝试在加拿大建立护士博士教育。在加拿大的背景下,需要护士研究人员和具有博士资格的领导者。到1986年,埃德蒙顿的阿尔伯塔大学和卡尔加里大学的护理学院的合作正在顺利进行。Shirley Stinson博士、Janetta McPhail博士和Margaret Scott-Wright博士及其同事的工作,在埃德蒙顿的阿尔伯塔大学获得了加拿大第一个护理博士课程的学术认可。然而,该方案的开始日期取决于资金的可用性。在接下来的三年里,资金仍然难以捉摸。1989年秋天,护理研究生协会决定成立一个委员会,为护理博士项目筹集资金。来自阿尔伯塔大学和卡尔加里大学的19名护理专业研究生联合起来创建了“护理博士课程现实”小组(NPPR)。该小组使用了一个基于权力、政治和政治行动文献中概念的计划变革框架。
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