BACKGROUND: With an increasing number of nursing faculty approaching retirement, it is critical to prepare PhD students to take on tenure track faculty roles. There are a multitude of competing time demands for nursing faculty, and one way that PhD students can prepare for faculty roles is leading team-based science with their peers during their predoctoral program.
OBJECTIVES: To describe the process of PhD students leading an independent research project, in addition to their dissertation work, that aimed to incorporate the tripartite mission- scholarship, teaching, and service. Methods: This paper outlines the components of the PhD-student led project, as well as provides recommendations for leadership and Schools of Nursing (SON) as well as sponsors interested in funding this type of work.
RESULTS: Students were able to conduct independent research using diverse research approaches, practice mentoring skills, and provide service and helpful information about the nursing workforce to their academic clinical partner. A key component of this relationship building was incorporating a clinical fellowship during the PhD program for students that directly transitioned from BSN to PhD programs.
DISCUSSION: Through this process, PhD students learned valuable lessons about time management and collaborating in a team setting with peers. We recommend that SONs seek funding opportunities for PhD students to conduct independent team science, encourage academic partnerships with affiliated medical centers and public health settings, and facilitate peer mentorship across cohorts.
