Doctoral Degree Research Articles

From Starfish to Gibberellins: Biosynthesis and Regulation of Plant Hormones.

I grew up with laboratory glassware and microscopes as treasures from a young age. I was a member of the Chemistry Club in junior high school, and when I visited RIKEN with club members, I wished to become an organic chemist in the future. I received my doctoral degree through the study of the spawning inhibitor of starfish. I became a researcher at RIKEN and identified the chemical structure of a mating pheromone of a yeast. As a plant biochemist, I studied a cell-free system of gibberellins at the University of Göttingen and tried to identify the gibberellin biosynthetic pathways in plants and clone gibberellin biosynthetic enzyme genes to understand the light regulation of plant growth. I also worked on biosynthetic enzymes of abscisic acid, indole acetic acid, and brassinosteroids. I developed a special interest in the oxygenases of plant hormone biosynthesis, cytochrome P450 monooxygenases, 2-oxoglutartae-dependent dioxygenase, molybdenum cofactor-containing oxidase, and flavin-containing monooxygenase.

Analysis of the Success of Sino-French University of Lyon in the Training of College Teachers

The Sino-French University of Lyon, founded in 1921, is the first and only university founded by Chinese abroad in Chinese history. From 1921 to 1951, when it was closed, the Sino-French University of Lyon had a total of 473 registered students, of which 127 obtained doctoral degrees, accounting for 27% of the registered students, nearly one-third. One of the original intentions of the establishment of the Sino-French University of Lyon was to train college teachers for China, and most of the doctoral graduates of the university did return to China to teach in colleges and universities. Based on the relevant historical materials of the Sino-French University of Lyon in the Lyon Municipal Library, this article explores the success of the Sino-French University of Lyon in the training of college teachers.

Evolution of scientific productivity in dentistry: tracking postgraduate publications at a Peruvian university

IntroductionScientific production indicators help universities quantitatively and qualitatively assess postgraduate students’ publications and contribute to the optimization of research processes. This study aimed to determine the frequency of publication in scientific journals of the documents submitted by postgraduate dentistry students to obtain a second professional specialty title and master's and doctoral degrees at a private Peruvian university over seven years.Materials and methodsA cross-sectional study was conducted, considering the population and the records of documents submitted to obtain the second professional specialty title and the master's and doctoral degrees in dentistry at a private Peruvian university, published in its institutional repository from 2017 to 2023. The primary outcome was publication in scientific journals, and the covariates were the year of formal submission of the document, postgraduate level, modality of document preparation, area of dentistry specialty according to the American Dental Association, year of publication, international indexing, impact factor (IF), and quartile. A descriptive analysis was performed to obtain absolute and relative frequencies.ResultsBetween 2017 and 2023, out of 322 documents submitted to receive the second professional specialty title and the master's and doctoral degrees published in the institutional repository, 72 were published in scientific journals. Of these, 81.94% (n = 59) were published in an internationally indexed scientific journal, with 13.56% (n = 8) published in a journal with an IF≥2 and 10.18% (n = 6) in a Q1 category journal.DiscussionIn low-income countries, the nexus between education and scientific output is multifaceted. While education serves as a critical catalyst, numerous challenges constrain the expansion of research. These nations contribute a mere 2% of global scientific production, despite confronting significant public health issues, underscoring a notable discrepancy between educational attainment and research productivity. The disparities in scientific output across universities in Latin America, Asia, and Europe are shaped by a confluence of cultural and economic determinants. In conclusion, 22.36% of the documents submitted to obtain the second professional specialty title and the master's and doctoral degrees by postgraduate dentistry students at a private Peruvian university over seven years were published in scientific journals.

Knowledge and perspectives towards the use of histology in inflammatory bowel disease by gastroenterologists across the Asia-Pacific region.

Recently, histological mucosal assessment has gained momentum as a potential new treatment target for patients with inflammatory bowel disease (IBD) in the Asia-Pacific region. This study aimed to evaluate and compare the knowledge and acceptability of histological assessment among gastroenterologists across the region. A cross-sectional survey among gastroenterologists in the Asia-Pacific region was conducted and compared against a previous Australian survey. The questionnaire assessed knowledge and attitude towards the role and application of histology in IBD practice. Statistical analyses were employed to compare scores and identify predictors. A total of 221 gastroenterologists from 12 countries, including 77 (34.8%) from Australia, responded to questionnaire, with 185 (83.7%) completing the survey. The mean knowledge score was 9.8 ± 3.3 (51.6%). There was no significant difference in the average score among countries (P= 0.53). IBD specialist (P< 0.01), doctoral degree (P= 0.02), and regular participation in IBD multidisciplinary meetings (P= 0.01) were associated with higher scores. Most respondents (90.7%) agreed on the importance of histology in IBD. While 54.6% of Australians perceived the role of histology as established, only 37.0% of Asians respondents considered this similarly (P= 0.02). Histological activity alone minimally influences treatment escalation in patients with endoscopic remission, but achieving combined histo-endoscopic remission often leads to therapy de-escalation. Although gastroenterologists in the Asia-Pacific region are aware of the role of histology in IBD, their knowledge remains limited, and its clinical utility is not widely adopted. There is a need to promote the routine use of standardized histological assessment in IBD practice.

Exercise physiology degrees in the United States: an update on secular trends.

The number of degrees conferred by postsecondary institutions in an academic field reflects institutional priorities, public interest in a domain of human knowledge, and overall societal and economic demand for certain skills and abilities. Public postsecondary institutions, which are obligated to serve the public interest, and professional organizations, which are meant to reflect the values and interests of their members, should monitor degrees conferred, in part, to understand the career pathways of their graduates or members. The current report describes secular trends in degrees conferred in exercise physiology in the United States since 2002-2003. Data were obtained from spreadsheets published by the National Center for Education Statistics. The number of bachelor's degrees conferred in exercise physiology plateaued starting in 2017-2018 before increasing again in 2020-2021. In 2021-2022, 31,066 bachelor's degrees were conferred in exercise physiology, representing the highest yearly total on record (1.5% of all U.S. bachelor's degrees). The increase has been driven by female graduates (2021-2022: 58.9% women). The number of male graduates started plateauing in 2016-2017. The number of master's degrees conferred has continued to increase (2021-2022: 51.6% women), and doctorate degrees have numbered between 245 and 300 per year since 2013-2014 (2021-2022: 52.2% women). Moving forward, exercise physiology organizations are encouraged to monitor secular trends in degrees conferred and include these data in large-scale graduate destination reports. The plateauing of male exercise physiology graduates over the past 6 years and the significantly lower proportion of male than female graduates averaged across all academic fields warrant continued discussion.NEW & NOTEWORTHY The field of exercise physiology has experienced substantial growth at postsecondary institutions in the United States over the past 20 years. Growth has slowed in recent years, but the number of bachelor's degrees conferred in the field reached a record high in 2021-2022. The increase in bachelor's degrees conferred has been driven largely by increased numbers of female graduates (58.9% female). The number of male graduates plateaued starting in 2016-2017.

Project on Photography

Ema Lančaričová is a visual artist who mainly works with analog and instant photography. Her artistic research focuses on exploring the essence of photography by utilizing primary variables such as time, light, and space as well as their negations. Her approach is both philosophical and experimental simultaneously, as she examines the nature of photography and its relationship to the world. She considers workshops an exciting way of sharing these approaches with people, including historical photographic techniques and new ways of working with instant photography. Workshops are the perfect place for starting a discussion of understanding what photography means to people and changing one’s relationship to creating and archiving photographs. She views these workshops as an adventure rather than a traditional approach to achieving a perfect outcome, due to the imperfections of the used materials. For example, precision is not possible when using Polaroid, and the resulting pictures have specific colours and different flaws. Additionally, unexpected things can happen while taking photos, and Ema takes advantage of these specifics in her artworks. Her crucial project began to emerge in 2019 with the theme Utopia, and after that came a project called Ramble, both of which are ongoing. In 2020, she received a scholarship for working on the Aperture project, which was exhibited in Gandy Gallery, Bratislava. Projects such as Aperture and Utopia are fundamentally based on the repetition of a selected motive and show utopian tendencies and the search for other worlds, an oscillation between the tangible and intangible, between temporality, transience, and the possibility of archiving, concerning originality. In her theoretical works, Ema examines the changes in the photographic medium nowadays. As art and technology continue to evolve, she researches the impact of modern technologies such as artificial intelligence, augmented reality, and computational photography on the art form. Her reflections on these changes help her to expose them to mutual influence and integrate them into her artistic work. She recently obtained her doctoral degree from the Academy of Fine Arts in Bratislava and continues to develop an understanding of what photography is.

Effective Teaching as Described by Teachers who Are Also Doctoral Students: A Qualitative Descriptive Study

Teachers' roles in their students' lives cannot be underestimated because they impact students in various ways. However, what makes a good teacher is often based on personal perspectives and values, making it subjective. This qualitative descriptive study sought to explore how teachers, who are also students or recent graduates of a teaching and learning doctoral degree program, define effective teaching and describe the characteristics of effective teachers. Data were collected using semi-structured, conversational interviews. The findings revealed that effective teachers exemplify three characteristics: rapport, communication, and passion. Recommendations for practitioners and future research are included. Keywords: effective teaching, teachers, students, rapport, communication, passion

A systematic review and meta-analysis of the variables related to the confidence in performing core nursing skills of nursing students

Purpose: This study aimed to identify the variables related to the confidence of Korean nursing students in performing core nursing skills and to examine the effect sizes of correlations between the related variables and that confidence.Methods: A meta-analysis was conducted upon 37 Korean master and doctorate degree dissertations and academic journal articles.Results: The related variables were categorized into four domains: task competencies, socio-emotional competencies, professionalism competencies, and personal thinking competencies. The effect size of the variables related to confidence in performing core nursing skills were, in order, task competencies (effect size, ESr=.47), socio-emotional competencies (ESr=.45), professionalism competencies (ESr=.40), and personal thinking competencies (ESr=.33).Conclusion: The results of this study are valuable when giving consideration to the variables related to nursing students’ confidence in performing core nursing skills for developing management and education programs to enhance those core nursing skills.

Characteristics and career effect on PA graduates of a doctor of medical science program.

This study examined the characteristics and effect of a doctoral degree on career metrics of physician associate/assistant (PA) graduates. This was a comparative analysis study of doctor of medical science (DMSc) program graduates. Characteristics from this survey were compared with program data and the National Commission on Certification of Physician Assistants Statistical Profile of Board Certified PAs for 2022. Graduates self-reported that the DMSc degree was beneficial for receiving raises, promotions, and new leadership positions. The DMSc degree was considered a positive career benefit by graduates.

POLÍTICA DE VALORIZAÇÃO DOCENTE NAS REDES MUNICIPAIS DE EDUCAÇÃO DE CAMETÁ E CASTANHAL: AVANÇOS QUE INTERCRUZAM OS CRITÉRIOS DE PROGRESSÃO POR INTERSTÍCIOS E TITULAÇÃO E AVALIAÇÃO DE DESEMPENHO

The teacher appreciation policy in the municipal education networks of Cametá and Castanhal: “Advances that intersect the criteria of progression through interstices and titling and performance evaluation”, meets the requirement of TCC Course Completion Work, in pedagogy by the University Federal District of Pará. The objective of the research was to analyze the Teaching Position, Career and Remuneration Plans (PCCR’s) of the aforementioned municipalities, in particular the advances that intertwine the teaching valorization policy for functional progression by title, by interstices and by performance evaluation. Methodologically, the production is based on a qualitative approach, using the technique of documentary analysis and statements from the OBEDUC research report also applied to the category of teachers in education networks and the class entity that represents public education teachers in Pará – SINTEPP/PA. The research results showed that in terms of teaching appreciation, the category’s struggle had significant representation in the current Statutes and Career Plans – PCCRs. The salary evolution, the working day that includes active hours and career progression by title and length of service is due to the organization of the category that promoted the demand for the creation of the PSPN Law with repercussions for the municipalities of Cametá and Castanhal , whose dimensions intersect sometimes in frequency and sometimes in continuing teacher training actions. Performance evaluation is foreseen in the PCCRs of Castanhal and Cametá, however in the latter during the management of former mayor José Waldoli F.Valente this evaluation would be partially in force, due to lack of technical team. The progression through interstices presents class scales that differ between municipalities in terms of time interval and percentages, as well as the percentages of progression by degree, in particular, for master’s and doctorate degrees. It is necessary to rethink the valorization policy, especially in the performance evaluation process, to play a role in improving pedagogical actions and not just through productivist logic.

Parental awareness on myopia prevention and control among 350 children.

To understand the current situation of parental perspectives, knowledge, and practices concerning myopia prevention and control for both pre- and school-aged children. This study was a cross-sectional survey that involved children aged 0 to 15y and their parents. Participants were required to respond to an online questionnaire by scanning a quick response (QR) code. The questionnaire consisted of 25 tick-box questions and was open to response from December 22, 2022, to January 5, 2023. The dioptric traits of the children, the visual status and educational background of the parents, the parental perspectives towards myopia and its risks, and the parents' knowledge and practices related to myopia prevention and control were recorded and measured. The Chi-square test and binomial logistic regression were used for statistics. Totally 350 parents responded to the questionnaire. The prevalence and severity of myopia among the surveyed children exhibited a positive correlation with advancing age (P<0.001 and P=0.004, respectively). Nearly half of parents with myopic children considered myopia did not pose any health threat and could be effectively corrected (P<0.001). Parents who held master's or doctoral degree demonstrated a better understanding of children's vision standards for each age group (P=0.001), and 31.63% of them could undergo initial vision screening for their children during the age of 0 to 3y while parents with bachelor's degree (34.04%) and below (32.43%) mainly initiated the vision examination for their children at the age of 4 to 6y (P=0.05). Parents with master's or doctoral degree also exhibited more rational practices concerning outdoor time (P=0.048) and sleep time (P=0.044). No other significant discrepancy among the different educational groups in additional conceptions of myopia, such as hyperopia reserve, axis length, and corneal curvature alterations. Most parents preferred to employ conventional interventions, such as enhancing indoor lighting condition (80.00%) and ensuring appropriate reading posture and distance (71.71%). The current status of parental knowledge and practices about myopia prevention and control remains outdated and deficient. The administrative department should implement efficacious and adaptable measures to enhance parental awareness and foster their commitment towards myopia prevention and control.

25 років Інституту вищої освіти НАПН України: досягнення та перспективи розвитку

The Institute of Higher Education of the NAES of Ukraine has celebrated the 25th anniversary of its activity. This review is dedicated to summarizing the fruit­ful academic research, methodical and educational activities of the Institute dur­ing its 25-year history, as well as to outlining the prospects for its further devel­opment. Over the years of its activity, the Institute has accumulated considerable experience in the field of fundamental and applied research of topical problems of higher education. The results of the Institute’s research have formed the basis of methodological recommendations and developments, which are being used in HEIs in Ukraine. Thanks to its academic activity, the Institute has trained high-level specialists who make a significant contribution to the development of Ukrai­nian science and education. The Institute has specialized scientific councils for the defense of theses of Doctors of Science, as well as regular one-time defenses of theses for the awarding of the scientific degree of Doctor of Philosophy. The In­stitute actively cooperates with Ukrainian and foreign universities, participates in international projects aimed at the development and modernization of the higher education system. The Institute publishes three specialized scientific journals, an­nually publishes collective scientific monographs based on the results of scientific research carried out by the Institute’s departments. The Institute plays an impor­tant system-creating function in the development of higher education in Ukraine. The Institute’s work is especially important at wartime. The institute investigates the impact of the war on the system of higher education and ways of its recovery. It develops innovative teaching methods, trains specialists who meet the needs of the contemporary society, and participates in reforming higher education in Ukraine. 25 years of the Institute of Higher Education of the NAES of Ukraine – that’s 25 years of academic achievements, painstaking work and dedication to one’s job. That’s 25 years of knowledge and experience that serve for the good of the Ukrainian education.

Confronting gendered racism: Rethinking maladaptive behaviours of African American women pursuing doctoral degrees at predominantly White institutions

AbstractThis phenomenological study critiques the limited understanding of how African American women confront gendered racism at one predominantly white institution in the United States. It also challenges the disciplinary conversation around maladaptive behaviours, which often attributes the onus and blame to the individual. Rather than replicate or perpetuate deficit‐oriented frameworks or analysis of African American women's behaviours, this research counters the narrative of maladaptive behaviours as merely personal failures, arguing instead that these behaviours are responses to a gendered and racist system. The authors draw from Black feminist thought and self‐efficacy theory to examine the ways in which African American women in doctoral programmes may perceive and respond to racist environments and circumstances that could prevent their persistence and achievements. Findings suggest that African American women in doctoral programmes exhibit maladaptive behaviours such as avoidance, anticipatory rejection, negative self‐talk, and survival mode when coping with gendered racism in university environments. These strategies may have sufficed earlier in the academic careers of African American women; however, due to the specialised nature of doctoral study, the overutilisation of these tactics and behaviours may be impacting individuals maladaptively. Furthermore, the long‐term effects of continuous maladaptive behaviours can have further implications for the individual and collective success of African American women in academia. Given the multifaceted nature of African American women, this study seeks to expand knowledge about their actions and behaviours in response to systemic challenges. It calls for a reorientation of our understanding of maladaptation. Context and implicationRationale for this studyThis study explores the maladaptive behaviours of African American women in doctoral programmes at predominantly white institutions (PWIs), focusing on how gendered racism influences these behaviours.Why the new findings matterThe findings illuminate the specific ways in which gendered racism fosters maladaptive behaviours, which in turn affect the psychological well‐being and academic success of African American women.Implications for practitioners, policy‐makers, and academic institutionsThe study underscores the urgent need for systemic changes within academic environments to support African American women effectively. It calls for institutions to not only recognise but actively address the root causes of gendered racism. By doing so, they can dismantle the structures that perpetuate these challenges and foster a more inclusive and supportive educational landscape. This involves reevaluating institutional policies, enhancing support mechanisms, and integrating comprehensive training for faculty members and staff to understand and combat gendered racism. Ultimately, this approach aims to transform academic cultures to ensure that African American women can thrive without resorting to maladaptive coping strategies.

Factors bridging medical graduate students’ training and future academic achievements of dermatologists in China

Abstract Objectives Dermatology is highly competitive among medical students in China, yet, limited research has explored the factors influencing their career achievements during their studies. This study aims to examine how demographic and academic factors during training impact future career success in dermatology graduates. Methods A retrospective analysis of 61 dermatology graduates (2010–2020) from Wuhan Union Hospital was conducted. The correlation between demographic and academic data and career development indicators using Pearson’s chi-squared or Fisher’s exact test. Results The results revealed that pursuing a doctoral degree after completing master’s training, which entails a greater investment of time and effort, was closely associated with future career achievements. In contrast, the age of enrollment in graduate studies did not prove to be a determining factor. Additionally, in-depth training in research ability, demonstrated by the involvement in national research projects and the publication of high-quality science citation index (SCI) papers, exerted a positive influence on the future professional development. Besides, in terms of future promotions to administrative, teaching, and medical titles, male graduates exhibited a distinct advantage over their female counterparts. Conclusions These results suggest that in the medical field, the quality of education and training is more decisive for career development than other factors, such as the age of enrollment. On the other hand, the observed gender advantage in career promotions reflects potential structural inequalities within the medical profession, warranting further investigation and improvement.

Abstract 4137716: Development and Content Validation of the Heart Failure Symptom Management Motivation Questionnaire

Introduction: Adequate heart failure (HF) self-management is crucial for alleviating distressing symptoms. While disease knowledge is important, it is insufficient for sustained self-care. Patient motivation plays a key role in successful self-management interventions. However, tools assessing motivation for HF symptom self-management are lacking. Aims: To develop the Heart Failure Symptom Management Motivation (HF-SMM) questionnaire and assess its content validity with nurse experts. Methods: A cross-sectional study occurred in three phases from November 2022 to April 2024. Initially, we conducted a systematic review to identify motivation assessment instruments for cardiovascular self-care and assess their psychometric properties. We then designed the HF-SMM items based on existing tools, guidelines, and clinical expertise, focusing on four HF symptoms: anxiety, depression, edema, and fatigue. The questionnaire comprised three subscales: autonomous motivation, controlled motivation, and amotivation. Nurse experts with doctoral degrees and HF experience assessed 96 items about questionnaire clarity and relevance via Delphi rounds, using a 4-point Likert scale. Items with a content validity index (I-CVI) between .80 to 1.00 were deemed acceptable. The average I-CVI of all items resulted in the scale content validity index average (S-CVI/Ave) with a cutoff point of .90. Results: We invited ten experts, with nine participating. They had an average of 17.1 ± 10.7 years of HF clinical experience and 11.6 ± 7.4 years of research experience. In the initial Delphi round, items scored I-CVI ranging from .44 to 1.00 for anxiety, depression, and fatigue, and .66 to 1.00 for edema, resulting in an S-CVI/Ave of .81. After the first round, 54 items with I-CVI &gt;.80 were retained (56.2%), and 42 items were revised (43.8%). A second Delphi round, with 77.7% of the original experts, showed most items with excellent I-CVI scores (&gt; .80; 84; 87.5%), with only ten items needing clarity revisions (10.4%). The overall CVI of the questionnaire was excellent with a S-CVI/ Ave of .90 after two rounds of validation. Conclusions: The HF-SMM questionnaire demonstrates excellent content validity for assessing motivation in HF self-management. Future studies should incorporate cognitive interviews to understand better patient perceptions about the items.

New Trends of Thought in Response to Post-Pandemic Work Precariousness Among Second-Generation Romanian Citizens in Spain

Drawing on 65 in-depth interviews with young Romanians between 22 and 33 years old, the contribution of this article is to offer an innovative analysis of the work experiences of second-generation young people who, having studied and completed their degrees in Spain during the pandemic, are developing their skills and creativity in a difficult labour market. I argue that unlike their parents’ generation, who in many cases have returned home or practice mobility, this generation wishes to remain in Spain. Consequently, the (im)mobility experienced by second-generation young people has become a fundamental post-pandemic trend. Three interlinked profiles were identified: (1) young graduates doing work for which they are overqualified, who want to find better jobs; (2) young people who have completed master’s or doctoral degrees and now have their own business, are applying for research funding or are unemployed; and (3) unemployed graduates who are making a living from self-employment or aspire to have their own business. The conclusions highlight new trends of thought among young Romanians educated and trained during the pandemic in terms of how to overcome work precariousness and live in Spain.

How Academic Social Workers Negotiate Their Direct Practice Skills and Qualitative Research Techniques.

The field of social work has been invested in assessing the alignment between direct practice skills and qualitative research techniques. Nevertheless, some of the debates surrounding this relationship have not been attended to recently-and less so in empirical ways. This qualitative study aimed to assess the relationship between practice and research skills with the goal of enhancing training in our field. Twenty academic social workers who conduct qualitative research participated in semistructured interviews. Thirteen were female, 13 were White, 11 had a doctoral degree, and their ages ranged from 27 to 65 years. Autoethnography and constructivist grounded theory approaches guided the analysis. Findings were contained in three themes: transferable techniques, bidirectional benefits, and pedagogical possibilities. Data underscore the role of reflexivity and boundaries in forging spaces amenable to appropriate data collection. Findings also supported a nuanced assessment of how qualitative research in social work may deliver benefits to both researcher and interviewee. Respondents suggest guidelines to ensure that training opportunities are ethically sound and consistent with social work values. Findings from this study may inform innovative enrichment opportunities for the field of social work across both research and practice.

Defining competencies in curriculum and instruction and developing a new competency model

This research aims to define competencies and propose a new competency model based on expert opinions. Using the Delphi technique, a qualitative research approach was employed. Data were collected through three rounds of Delphi surveys from 29 experts at universities with doctoral programmes in the field of Curriculum and Instruction (CI), who hold doctoral degrees in this area. In the first round, open-ended questions enabled experts to identify key competencies for CI. The subsequent rounds refined these competencies into a 7-point Likert scale questionnaire. Content and descriptive analysis were applied to the first round, while measures of central tendency and dispersion analysed the second and third rounds. The study culminated in a model encompassing 22 competencies: 5 in knowledge, 10 in skills, and 7 in attitudes and values. The knowledge domain includes sub-competencies such as possessing and deepening knowledge. The skills domain covers areas like teamwork and leadership, knowledge dissemination, independent working, problem-solving, and critical thinking, along with innovative and analytical thinking. The attitudes and values domain comprises professional sensitivity, lifelong learning, and commitment to ethical principles and values. This competency model aligns with the European Qualifications Framework (EQF) and the National Qualifications Framework for Higher Education in Türkiye (NQF-HETR), offering a robust framework for CI doctoral programmes. This model not only enhances the quality of CI education but also ensures alignment with international standards.

2023 Nobel Prize in Physics and Medicine

The 2023 Nobel Prize in Physiology and Medicine was awarded jointly to Katalin Karikó and Drew Weissman for their contributions to the development of mRNA vaccines against COVID-19. Dr. Karikó obtained her doctoral degree from the University of Szeged before moving to the United States and obtaining the position of an adjunct professor at the University of Pennsylvania.1 Dr. Weissman obtained an M.D. and a Ph.D. degree at Boston University and subsequently obtained a faculty position at the Perelman School of Medicine at the University of Pennsylvania. The two researchers met during their shared time at the University of Pennsylvania and collaborated in exploring mechanisms in which mRNA can be used to stimulate immunity development in the body.2 By modifying nucleotides in mRNAs, the pair discovered that the subsequent introduction of mRNAs into cells led to reduced inflammatory responses and increased immune protein production. Before the COVID-19 pandemic, most vaccines stimulated immune responses via attenuated viruses, proteins, or viral genetic code-carrying vectors. These vaccines, while effective, required substantial resources to produce the number of cell cultures needed to synthesize adequate supplies of vaccine to combat pandemics, such as COVID-19.3 Contrastingly, mRNA vaccines can be prepared without cell cultures through in vitro transcription and nucleotides can be modified to adapt to mutating pathogens - flexibilities that allowed more than 12 billion COVID-19 vaccines to be produced and administered in less than three years of the start of the pandemic.4,5

PhD-DNP Collaboration: An Integrative Review of Scholarly Partnerships in Nursing.

Nurses holding terminal degrees, Doctor of Philosophy (PhD), Doctor of Nursing Science (DNS), and Doctor of Nursing Practice (DNP), fulfill different roles in nursing. The continued growth of nursing science and practice is dependent on alliances between these nurses that produce state-of-the-art knowledge and support the translation of evidence to practice. This integrative review described characteristics of scholarly collaborations between nurses holding a research-focused degree, the PhD, and those holding a practice-focused degree, the DNP. Five major nursing, medicine, and education databases were searched for peer-reviewed, original articles addressing or describing the characteristics of PhD-DNP scholarly collaborations, published through March 2023. In total, 15 articles met the inclusion criteria, and an integrative synthesis was conducted using constant comparison and thematic analysis. Findings included one overarching theme, Role Clarification, as well as four subthemes that emerged across the sample, describing key characteristics of collaborative PhD-DNP scholarship: (1) Mutual understanding and appreciation of strengths; (2) Strategic project planning and team building; (3) Clear organizational/administrative directives and guidance; and (4) Shared goals for the nursing profession. Articles describing the collaboration between nurses holding doctoral degrees are limited and provide primarily lower-level research evidence and evidence-based practice outcomes. Despite efforts to foster scholarly collaborations among nurses holding terminal degrees, more research is needed to clarify individual roles, offer tangible strategies for collaboration, and measure outcomes of collaboration benefitting healthcare systems, patient outcomes, and the nursing profession. This integrative review involved only the review of the extant literature.