how long is a nursing dissertation

Writing Nursing Dissertations, Theses, & Scholarly Projects (Step-by-Step Guide)

Are you a doctoral, master's, or undergraduate nursing student? If yes, this guide has been made with love for you! As long as you will be handling a nursing scholarly project or dissertation, you have all the reasons to fall in love with this well-thought-guide.

The dissertation writing process is complicated to follow for most DNP nursing students. So, we made this guide to simplify it; we created this guide to make life a bit easier for you.

Although this step-by-step guide will not help you design and execute clinical research or implement quality improvement processes, it will help you successfully plan, organize, and write your nursing dissertation or scholarly project.

Let's begin.

What Is a Nursing Dissertation?

A nursing dissertation is a comprehensive research project a doctoral nursing student must complete to graduate. The centerpiece of the research project is the paper documenting the entire thing, and this paper is what is known as a dissertation.

Some nursing programs allow master's and undergraduate students to write dissertation-style scholarly projects.

Generally, nursing dissertations are between 5,000 to 15,000 words long. The length of your dissertation will largely be determined by the dissertation requirements set by your nursing school, and it will take you between three to twelve months to write your dissertation, depending on its length and complexity.

A typical nursing dissertation comprises several chapters, a references section, and an appendices section. And it is formatted following the APA manual. Therefore, when writing your paper, strictly adhere to the APA stylebook or Harvard formatting style (if you study in Australia or UK).

Before you commence your dissertation project, you will be assigned a supervisor. The supervisor is supposed to provide you with the guidance (mentorship) you need to make your dissertation a robust academic paper.

Therefore, you and them will have to meet regularly to discuss your dissertation from start to finish. So if you were very worried about the dissertation writing process thinking you may fail, you now know there will be someone to hold your hand and get you back on track in case you deviate.

As you may have noticed from the information shared above, a nursing dissertation is a complex paper requiring plenty of work and effort, and you must be at the top of your game to write a solid dissertation paper.

Get professional dissertation assistance from us if you need it at any point.

Structure of Nursing Dissertation

The typical nursing dissertation has the following chapters.

Chapter 1: Introduction

Your nursing dissertation paper has to start with an introduction chapter. In the chapter, you have to provide the reader with background information on the topic of your paper.

The chapter introduces your topic and makes a case for its significance. Any reader reading your nursing dissertation should tell the topic by reading the first two sentences.

Therefore, if you are handling a topic related to CAUTIs, make the first sentence about CAUTIs. A good way is to give statistics or statements about the CAUTIs issue in healthcare settings. You can describe the affected population, the depth of the issue, mortality and morbidity rates, and whether the problem is increasing or its impact is becoming greater.

Beginning the introduction with general to specific ideas help you settle in your readers. Therefore, the first paragraph of the introduction chapter should state the problem and its prevalence while making a general statement on its impact. In your succeeding paragraphs, you will have finer details through your problem statement, purpose statement, research or PICOT question, rationale, and aims/objectives. Giving appropriate background information is critical.

When writing the introduction, you should answer four fundamental questions:

• What is happening?
• Why should we care?
• What do we know currently?
• What do we need to find out and why?

Answering these questions should lead to a statement otherwise referred to as the purpose statement. A clear and concise purpose statement is vital to your dissertation introduction. Below is an example of a nursing dissertation purpose statement.

This quality improvement project aims to reduce the number of adverse events resulting from medical errors within 90 days.

This study aims to determine whether educating mothers about the importance of exclusive breastfeeding at a local maternity facility will increase adherence and acceptance to exclusive breastfeeding of newborns rather than relying on alternatives such as supplements.

Sometimes, you might be required to write a PICOT-based problem statement, especially if you are doing quantitative research or a quality improvement project.

PICOT stands for:

• Population: Who is the focus of the project or study?
• Intervention: What activity/behavior is being tested?
• Comparison: What group are you comparing your population to?
• Outcome: What are the outcomes you are examining?
• Time: What is the duration of the intervention or study?

Related Reading: Formulating PICOT questions plus examples.

Since patients with heart failure have high readmission rates, I propose implementing a discharge follow-up program that encompasses a bi-weekly post-discharge home visit by nurse practitioners within two weeks after hospital discharge. I will compare 40-day readmission rates for the patients during the six months before and after the introduction of the program.

Note that not all the purpose statements for nursing dissertations can be formulated as PICOT problem statement the same way; not all nursing research questions can be PICOT questions. If you are doing a qualitative study, you might sometimes not have time for the comparison, outcome, and intervention.

The purpose statement is followed immediately with a brief description of how you plan to accomplish it. If you are researching, detail your methodological approach, including the design, population, data collection and analysis methods, and your research timeline.

You can also state your hypotheses in the last section of your paragraph. It is also wise to include measurable objectives. Below is an example:

In the six months following the implementation of nurse practitioner-led post-discharge home visits, the average 40-day heart failure readmission rate will be lower than 15%.

You can then reformulate the purpose statement into a specific research question or question. For example:

Will biweekly home visits by nursing practitioners for two weeks post-hospital discharge reduce the readmission rates of heart failure patients?

You also have to provide the reader with an explanation of what is known and what is not known. Lastly, it would be best to clarify what you are investigating, why it is important, and how you will do it.

A good dissertation introduction convinces the reader of the importance of the study or project, includes clear and concise background information and a purpose statement, and identifies the research gap. It also has research questions, hypotheses, and aims/objectives as needed.

Chapter 2: Literature Review

In this chapter, you have to provide definitions for concepts and variables, and you also have to provide the theoretical framework for your dissertation. Your chapter two or the literature review should help the readers understand everything you are researching, the issue you are addressing, and why. It offers the context of the study or project and establishes the significance of the topic and the rationale for your study. A comprehensive literature review helps you critically analyze or synthesize all the available information on your topic. Focusing on peer-reviewed scholarly articles published in the last five years is important. You can also include seminal and classic articles. If you have gray literature, identify it as such in your literature review. The gray literature includes non-peer-reviewed articles,

technical reports, conference reports, reports from recognized organizations working in the topic area (such as NGOs), committee reports, white papers, or unpublished research report

Note that chapters one and two of the dissertation are the same as your proposal (if you were initially asked to write one). It should explain your chosen theoretical model or conceptual framework in depth. You can include your search strategy in the literature review, especially for doctoral programs.

Wrap up the literature review by stating the research gaps you identified that your current study would address.

As the literature review is the longest chapter in a dissertation, you can use subheadings to organize information and guide the readers through complex concepts.

Of course, your lit review must have a review of the literature, and you must provide a comprehensive and analytical review of the literature in this chapter, followed by a summary and an identification of the research gaps.

Chapter 3: Methodology

The methodology chapter is one of the most important chapters of a nursing dissertation because it is the chapter where the design of the study is revealed. So you have to discuss the design of your project in this chapter.

The discussion should include your planning activities, the setting, the people, the sample, the ethical considerations, the data collection, the instruments, the data analysis, the anticipated and actual barriers, the strategic plan, the budget, and the project timeline.

As you can see, many important project elements are to be covered in this chapter. Do not forget any of them if you want to ensure your dissertation is not rejected.

Chapter 4: Results/Findings

This chapter is just as crucial as the chapter above, and it is where you discuss the results of your project. The must-have elements of this chapter include the response rate, the sample size, the demographics, the preliminary statistical tests, the final statistical tests/analyses, the qualitative tests, and the project implementation outcomes.

This chapter is written at a sweet time when you have already collected and analyzed your data or fully implemented your science project. Writing it is all about detailing what you did and the outcomes.

Chapter 6: Discussion, Conclusion, and Recommendation

After detailing what you found out in your project, you must discuss it. This is where the rubber meets the road - you show the world you are a worthy doctoral nursing student. The essential elements you should have in this chapter include a summary of the problem, your key findings, what the findings mean, the implications of the findings, recommendations for future studies, the limitations of the study, and your conclusion.

Unlike the previous chapters, this chapter needs a lot of thinking and a lot of interpretation. Therefore, many students consider it challenging to write. Nevertheless, it is just a chapter like the others, so it can be written. It may take some time, but it can be written.

References Section

The references section of your dissertation is where you make clear the sources you used. Here, you must correctly include the citations for all the sources you have used in your dissertation.

You do this to credit other researchers who have worked hard like you to do their research. You also do it to avoid plagiarism, and your dissertation can be dismissed if you are found to have used sources without referencing.

Appendices Section

The appendices section of your dissertation provides your reader with all the images, tables, and other raw data you used in your dissertation.

You do this to enable the reader to find out more without distracting them from the main objective of your paper.

Steps for Writing the Perfect Nursing Dissertation

Follow the steps below to write a brilliant nursing dissertation.

1. Choose A Topic

This may sound easy, but it is not because your chosen topic will determine whether your dissertation is successful. To choose the perfect topic for your dissertation, you need to do a lot of brainstorming.

Do this by thinking about your areas of interest in nursing. What would you like to improve or to know more about? Note down everything significant that comes to mind. Then proceed to look at recently published journal articles in nursing and note down interesting gaps in the research.

All the things you have noted are potential topics for your dissertation. Identify the three most interesting ones and present them to your dissertation supervisor for a discussion. They will help to settle on the perfect topic for your nursing dissertation.

Related Reading:

• Capstone project ideas and topics
• Tips for choosing a nursing dissertation topic
• Epidemiology nursing topics
• Mental health nursing topics
• Nursing informatics topics
• Steps for writing a nursing philosophy statement
• Nursing research topics for nursing papers and essays.

2. Conduct Pre-Research

After settling on the perfect topic for your dissertation, you should research your topic. This research aims to help you refine your topic and your potential research question.

The most efficient way to conduct pilot research into your chosen topic is to find and review relevant scholarly literature. Find the literature by searching your topic or its keywords in broad scholarly databases such as Google Scholar and CINAHL.

Take plenty of notes as you review the literature to understand the topic better.

3. Conduct Deep Research

A nursing dissertation is an opportunity to show your readers (professors) your nursing knowledge, research, and writing skills. And the only way you can confidently do this is by reading a lot of literature on the topic you want to write about.

So conduct deep research into your chosen topic to find relevant literature for your dissertation. Use the notes you took in the step above to conduct the research. And conduct the research into as many nursing databases as you have access to � Google Scholar, CINAHL, Embase, the Cochrane Library, ClinicalKey, PubMed, etc.

As you conduct deep research into the topic, take plenty of notes. Your goal during this step should be to know your topic inside-out, which will help you think clearly about it and know what exactly you need to do.

4. Write A Research Proposal

Before writing your dissertation, you will need to write a research proposal. Your supervisor will assess the proposal, and the format and all the other requirements will be made clear by your supervisor.

The proposal aims to show you understand what you want to investigate and discuss in your dissertation. Therefore, make sure it discusses your dissertation research topic, proposed methodology, and the key literature reviewed. In this step, you will have to think of the best methodology to use for your research.

Upon assessing your proposal, your supervisor will give you feedback on whether you are on the right track. They will tell you what to do to ensure your dissertation is perfect.

5. Research A Lot

After getting feedback from your supervisor, you should incorporate their feedback and then embark on research. Research differentiates an ordinary dissertation from an extraordinary one, so ensure your research is thorough.

What are you researching in this step? You are researching similar dissertations to the one you have proposed, and you should use resources like ProQuest Dissertations to find them.

The purpose of researching similar dissertations to what you have is to understand what it takes to develop an outstanding dissertation. You most likely have never read a published dissertation before. So read several and look at the language, the formatting, the methodology, the discussion, and so on to find out what you need to do.

6. Start Writing

This is where you start pulling everything together. Start writing your introduction chapter, the next chapter, and the next until you conclude. Writing the thousands of words you need to complete your dissertation will take time and effort. Have this in mind when you start writing to avoid getting frustrated.

As you are writing, make sure you properly organize your chapters. If you are unsure what chapter to write next or what to write in a chapter, refer to the outline/structure provided in this post.

One more thing to remember is that each chapter is a building block to your entire research. Therefore, it must agree with the rest of the chapters; nothing in it must sound off or out of place.

7. Present Your Paper to Your Supervisor

After you write your dissertation or thesis paper, present it to your supervisor for discussion. You now have something to show and something concrete for them to assess. Send it to them and await their feedback.

They will assess your dissertation and give you feedback. Upon receiving the feedback, you need to incorporate the feedback into your dissertation. This will ensure your final paper/dissertation is perfect or near perfect.

8. Proofread and Polish Your Dissertation

After incorporating the feedback given by your professor, proceed to proofread and polish your dissertation. Since your dissertation is thousands of words long, you should proofread and polish it chapter by chapter.

Remember, it usually takes days to proofread and polish a dissertation. Therefore, do not feel pressured or frustrated if you feel as if you are moving slowly. Just push forward, and you will get to the end.

9. Make Sure Your Dissertation Is Well-Formatted

After polishing your paper, ensure your dissertation is well-formatted. You need to be very careful when formatting. Do not forget to apply any APA rule to your dissertation.

Move methodically and apply every relevant formatting rule to your paper. Do not forget to correctly add all the references and appendices to your dissertation.

10. Present Your Dissertation to Your Supervisor

After you complete the step above, you will be all but done with writing your dissertation. What you need to do now is to present your dissertation to your supervisor one more time.

They will give you their feedback and help you prepare to defend your dissertation. Of course, you must incorporate their feedback into your academic writing before starting any dissertation defense preparations.

Once you are done with this step, you are done writing your dissertation.

Tips for Writing an Excellent Dissertation for Nursing

Follow the 20 tips below to write a brilliant nursing dissertation paper.

1. Start Immediately

When you know your school's guidelines for writing a nursing dissertation, you should start working toward choosing a dissertation topic. After choosing a topic, you should begin taking steps to prepare your dissertation writing, and then you should go ahead and start writing it.

Students often assume they have much time to write their dissertations, which is frequently untrue. Time flies when you are a DNP student; before you know it, you will have only a few short months to start and complete your dissertation.

2. Cite All the Sources You Use

When writing your dissertation, cite all the sources you use. A dissertation is an opportunity for you to show not only your academic knowledge but also your academic integrity. And academic integrity is all about honesty.

You need to cite all the sources you use. Never present someone else's work as your own. Always cite the source where you've taken information. Failure to cite correctly can result in your dissertation being rejected. Most professors are rigorous on this.

3. Make Sure Your Topic Is Specific

When choosing a topic for your dissertation, ensure it is very specific. Making sure your topic is particular will make your research easier, and it will also make your dissertation much easier to write and better to read.

In contrast, if your topic is too big or ambitious, you will end up with a situation where your dissertation sounds too broad. You will find it somewhat difficult to cover your topic as in-depth as you like. So be realistic and make your topic specific.

4. Don't Use Big Words When Simple Words Can Do

Some students think a dissertation is an opportunity to show how clever or sophisticated they are. Therefore, they use big words, jargon, and complicated sentences to try and prove this. This is unnecessary because it usually doesn't make their work any better.

Using big words, jargon, and complicated sentences will most likely make your work difficult to read and affect the flow of your work. So use simple words instead of big words whenever you can.

5. Save Your Progress Often and in Multiple Places

Starting and completing a dissertation is a massive undertaking. This is because a typical dissertation research project takes months to complete. The number of words to be typed to complete a dissertation is in the thousands, and the formatting is usually a pain in the *ss.

Because starting and completing a dissertation is difficult, you should save your work often and in multiple places. Send it to yourself in your email, WhatsApp, etc. These backup copies will ensure all your hard work is NOT lost in case you lose your laptop to a virus or a thief.

6. Plan Your Dissertation Writing Process

There is a common saying about planning that is almost cliche; failure to plan is planning to fail. If you don't plan for something, you unknowingly plan to fail. In other words, planning is essential for success.

So once you have been given the departmental guidelines for writing your dissertation, you should create a comprehensive plan with deadlines to help you complete your dissertation project. If you create a good plan, you will find the dissertation writing process easier to manage.

7. Make Sure Your Major Decisions Are Research-Informed

Every big decision you make in your paper is informed by research. For example, before you decide on your dissertation's focus, research more about what you want to write about. Before you decide on the methodology, you will use research to discover the most appropriate methods.

Making sure your significant decisions are backed up by research, as shown in the two examples above, will make it very easy for you to explain why you made the decisions to your reader. It will also make your paper more scientific, accurate, and academically sound.

8. Don't Panic If Your Results Are Not What You Expected

If, after the careful planning and execution of your research project, you get unexpected results, do not panic. Unexpected results are as valuable as expected results. The key is to ensure you do more research to explain why you think you got the results in your discussion section.

By carefully explaining your unexpected results, you will show your professors you researched and understood the topic you decided to investigate. This will make your dissertation more likely to get an excellent mark/grade.

9. Show Awareness of Your Research Limits

No matter how good your research skills are, it would help if you showed awareness of your research limits. In other words, you should indicate the limitations of your research. Of course, the limitations you note should be backed by research.

It is essential to show the limitations of your project to let the reader know that you fully understood what you were doing. It will also help the reader better contextualize your results and findings.

10. Take It Easy

Dissertation writing is hard work full of pressure and frustrations. However, it would help if you didn't let all that get to you. Remember, calm heads always prevail in one way or another. So keep your cool no matter how difficult and frustrating things get.

Keeping your cool no matter what will help you to push forward with your dissertation and to complete it successfully. On the other hand, getting frustrated will make you get stuck, which could result in you being among the many students that do not complete their dissertations.

11. First Draft Isn't Perfect

When writing your dissertation, please do not feel too much pressure to perfect it. Your goal should be simple; to complete your first draft, and your goal should be to complete your first draft to get a psychological boost and not make the first draft perfect.

The first draft isn't perfect and doesn't need to be. If you make peace with this, writing and completing your first draft will be easier. The right time to perfect your dissertation is when you proofread and edit it. You will likely need to rewrite huge parts of your first draft to make it brilliant.

12. Be Flexible

You don't need to write the chapters in a perfect sequence when writing your essay. Some students think they must do this to create a good dissertation flow. However, this is unnecessary. You create flow by making sure your sentences and paragraphs are easy to understand and by using transition words and sentences generously.

Write your chapters in any way you like. Write the easiest chapters first to gain momentum in your dissertation. This momentum will make it easier for you to write the trickier chapters.

13. Talk to Your Supervisor Regularly

Your dissertation supervisor/advisor is there to help you. You should plan to meet them biweekly or more frequently to discuss your dissertation and the progress you have made.

Do not be afraid or shy to ask your supervisor questions or clarifications. Your supervisor is there to help you and guide you through your work, and they are there to ensure you stay on track. So meet them regularly and show them your work to get all the tips and advice you need to remain on the proper path.

14. Don't Forget Your Health and Wellbeing

Just because you are writing your dissertation doesn't mean you have to let your health deteriorate. Ensure you eat well, exercise, sleep well, and stay healthy. Maintaining your physical health will ensure you are always in the right physical condition to continue putting in the hard work you need to complete your project.

Also, take care of your mental health. Your mind is the biggest tool you need for your project. Protect it by taking breaks, relaxing, hanging out with friends, and doing the things you love regularly. The more protected your mind is, the easier it will be for you to write your dissertation.

15. Don't Give Up

Dissertating is extremely difficult, and it takes a lot of physical and mental effort to complete a nursing dissertation successfully. Therefore, you will feel like throwing in the towel in many instances. If you ever feel like this, do not do it.

Don't give up. Choosing not to give up and persevering will give you a sweet psychological victory and make you feel stronger and more capable. It will also ensure you graduate with the master's degree you have sacrificed so much to get.

16. Get Professional Assistance

If you ever need assistance to complete your entire dissertation or a part of it, do not be afraid to get professional assistance. Many dissertation writing services can provide you with the help you need at a small fee, and we are one such service.

We can help you write your entire dissertation paper or any part. We can also help with specific parts of the dissertation writing process, e.g., the research, the introduction, the methodology section, the proofreading/editing, and the incorporation of feedback.

As you Ponder the Steps and Tips ...

We hope we have provided all the information you need to write your nursing dissertation paper. Now it is up to you to step up and start dissertating.

Related Articles:

• Step-by-step guide for writing a nursing change project
• A guide for writing a nursing capstone project
• How to write a perfect Evidence-Based Nursing Paper
• Tips for making a poster presentation in nursing .

If you need any assistance in any part of the dissertation writing process, please visit our home page to get the assistance you need.

Our writers are experts with multiple years of experience in dissertation writing, formatting, and editing. You can never go wrong with us.

What is a dissertation?

A dissertation is a comprehensive research paper written to fulfill a graduate degree. A dissertation can be required to graduate with a master's degree in the UK or a doctorate in the US.

How long does it take to write a nursing dissertation?

It usually takes between three to twelve months to write a nursing dissertation. Two things largely determine how short or long a dissertation will be - the departmental requirements and the methodology chosen.

Can you write a nursing dissertation in three months?

Yes, you can. It is certainly not impossible, but it will take you every single day and night to write a good dissertation in such a short time. If you don't have enough time to write a dissertation, work with a dissertation writing service to get the desired results quickly.

Related: Is the WGU RN-BSN worth your time and money?

How long is a nursing dissertation?

Most nursing dissertations are between 6000 to 16000 words long. Of course, some are shorter than 6,000 words, and others are longer than 16000 words.

What is the difference between a thesis and a dissertation?

Masters nursing students need to write a thesis to complete their degree, while doctoral nursing students need to write a dissertation to complete their degree.

Is getting help with a nursing dissertation online illegal?

No, it is not. No law prohibits you or anybody else from getting a nursing dissertation online. So if you need dissertation assistance from a dissertation writing business online, feel free to get it.

Can a nursing dissertation be done as a group?

No. Dissertations are individual research projects, and you can get guidance and assistance from anywhere you want, but your dissertation is your project and will only have a single author - you.

Does a nursing dissertation require an abstract poster?

Yes, if it is going to be presented at a conference. The poster should include a title, a summary, an intro, the methodology used, the results, the discussion, and the conclusions. All these things should be less than 300 words.

Do nursing students defend their nursing theses and dissertations?

Yes, they do. In most colleges, nursing students must defend their theses and dissertations before a committee that usually includes faculty members.

Who writes a nursing dissertation?

In the US, a doctoral student writes a nursing dissertation, while a master's student writes a nursing thesis. In the UK, it is the opposite - a master's student writes a nursing dissertation and a doctoral student writes a nursing thesis.

Struggling with

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How to write a nursing dissertation, rachel r.n..

• May 30, 2024
• How to Guides

A dissertation is a substantive research project that is a culminating requirement for earning a doctoral degree in nursing. It represents the highest level of scholarly work that nursing students must undertake to demonstrate mastery within their chosen specialty area.

The overarching purpose is to have students conceive, plan, execute, and report on an original study that makes a new contribution to existing nursing knowledge and practices. Conducting this intensive, faculty-guided investigation over multiple years allows students to develop advanced research competencies.

Dissertations enable nursing scholars to explore compelling gaps or inconsistencies in the current evidence-based literature. Their original research helps build broader empirical foundations for various nursing science domains like theory development, clinical interventions, educational strategies, delivery/management models, and health policy implications.

By disseminating new findings, dissertations have the potential to enhance professional knowledge, influence future research agendas, shape curriculum, and ultimately optimize care standards that benefit both nurses and patients alike.

At its core, the nursing dissertation is a rigorous test of a student’s ability to:

• Critically analyze and synthesize a comprehensive body of prior scholarly work related to their topic
• Formulate a researchable problem statement centered on a specific issue or question
• Design and justify an appropriate, ethical, and academically-sound methodology
• Systematically gather and analyze relevant qualitative and/or quantitative data
• Interpret the results in relation to empirical and theoretical contexts
• Draw valid conclusions that address the original research problem
• Discuss limitations, implications, and recommendations for further inquiry
• Produce a substantive, publication-worthy written document adhering to discipline standards

The final dissertation represents a student’s highest intellectual output as the product of extensive subject expertise, independent thinking, innovative problem-solving abilities, and research proficiency.

While faculty advisors provide guidance at various approval stages, the bulk of conceptual work, hands-on investigation, and scholarly writing is driven independently by the doctoral candidate themselves

What You'll Learn

Choosing a Topic

Selecting the right topic is crucial as it will determine the entire focus and direction of your dissertation. Here are some tips:

• Identify a broad area that interests you within the nursing field (e.g. pediatrics, oncology, emergency care, etc.) This allows you to narrow down to a specific issue to research.
• Look for gaps in the existing knowledge that your study could help fill. Reviewing recent literature reviews in your area of interest can highlight areas that need further investigation.
• Ensure your topic is researchable and aligns with your academic program’s guidelines on scope, methodology requirements, ethics protocols, etc.
• Develop a brief proposal outlining the background issues, prospective research questions/hypotheses, and potential importance of the study. Get feedback from your advisor before proceeding.

Example Topic Exploration:

Area of Interest: Emergency Nursing → Potential Topic: Intervention to Reduce Burnout → Research Question: Can mindfulness training help lower burnout levels in ER nurses?

Doing Background Research

Conducting a thorough, synthesized review of prior scholarly literature related to your topic is essential. It accomplishes several goals:

• Provides a comprehensive understanding of existing research about the issues/variables involved in your study
• Identifies areas where the evidence is currently lacking or contradictory
• Informs the theoretical foundation and methodology for your own research design
• Gives context to compare your eventual findings against other studies

Strategies for an effective literature review:

• Search major academic databases (PubMed, CINAHL, Google Scholar, etc.) as well as browsing reference sections of key sources
• Use a reasonable variety of relevant keyword combinations related to your topic
• Focus on sources published within the last 5-10 years, but include older seminal works as well
• Take structured notes capturing key points, findings, methods, definitions, gaps, etc.
• Note publication details for all references for later citation
• Group sources by areas of alignment or differences in perspectives
• Keep an updated list of references using a tool like Zotero or Mendeley

Example Sources for Mindfulness & Burnout Topic:

• Randomized controlled trials testing mindfulness interventions on healthcare workers
• Qualitative studies exploring causes and experiences of nurse burnout
• Articles defining and measuring variables like mindfulness, burnout, stress, resilience
• Background on theoretical models like Job Demands-Resources model

Creating a Solid Plan

With your topic selected and research foundation established, the next step is to plan out all aspects of actually conducting the study. This is typically done by preparing these main components which require approval:

Introduction Chapter:

• Background context of the issues/problems being studied
• Identify gaps or conflicting findings in current knowledge
• Clearly state your central research questions and hypotheses
• Explain importance and anticipated benefits of filling these knowledge gaps

Methodology Chapter:

• Philosophical assumptions underlying your research approach
• Specific design of the study (e.g. experimental, descriptive, mixed methods)
• Data collection methods – what, how, from whom/what sources
• Sampling strategy and target population
• Variables being measured and how they will be operationalized
• Analysis techniques for quantitative and/or qualitative data
• Anticipated ethical concerns and procedures to address them
• Plan for validating findings and ensuring study quality/rigor

Chapter Outline and Timeline:

• Brief summaries of what each subsequent chapter will cover
• Projected schedule with target dates for key milestones/deadlines
• Potential limitations and how you will account for them

You’ll need to get approval for this comprehensive plan from your dissertation committee before actually beginning the data collection and analysis phases.

Conducting the Study

Once your research plan is approved, it’s time to execute the proposed methodology rigorously and systematically. This usually involves:

• Obtaining Institutional Review Board (IRB) approval for any studies involving human participants
• Strict adherence to all procedures and protocols as outlined
• Objective and comprehensive data collection
• Organized record-keeping, data storage, and version control
• Monitoring for potential problems or need for adjustments

Depending on your study design, the data collection could take several forms:

For Quantitative Studies:

• Recruiting and screening participants
• Experiments with control/test groups
• Distributing surveys/questionnaires
• Behavioral observations and assessments
• Accessing and coding existing data sets

For Qualitative Studies:

• One-on-one interviews (in-person or virtual)
• Focus groups
• Participatory observations
• Analyzing texts/artifacts related to the topic

Throughout this phase, be meticulous in following all outlined steps exactly as planned. Any deviations could reduce the integrity and validity of your ultimate findings.

Analyzing Findings

With the raw data collected, the next major stage is processing, coding, and analyzing it using appropriate techniques. There are many different approaches depending on your study’s methodology:

For Quantitative Data:

• Data cleaning and screening for errors
• Descriptive statistics (means, frequencies, etc.)
• Statistical tests of significance
• Correlational and regression analysis
• Use software like SPSS, SAS, R

For Qualitative Data:

• Coding techniques (open, axial, theoretical)
• Thematic analysis to identify patterns
• Developing categories and relational models
• Analysis tools like NVivo, Dedoose

For Mixed Methods:

• Integrate complementary qual/quan results
• Data transformation for converging findings
• Visual joint displays and discussion

Your analysis should comprehensively answer the research questions or hypotheses that drove the study. But also be open to unexpected findings that may reveal additional insights.

Use figures, tables, and other data visualizations to help represent and make sense of the findings. But go beyond just reporting numbers – the narrative discussion unpacking the full meaning is most crucial.

Discussing Conclusions

In the final discussion chapter, synthesize and interpret the key takeaways from your analysis in relation to the original research problems. Issues to cover include:

• How findings help fill gaps or provide new understandings
• Comparing/contrasting with prior research in the area
• Theoretical contributions or model modifications suggested
• Strengths and limitations of your particular study
• Potential real-world implications and recommendations
• Need for any future research building on your findings

Don’t just restate the facts, but critically examine their significance through the lens of your discipline’s theoretical framework. Address contradictory data and consider alternative explanations.

While advocating for your findings, also maintain an objective tone and avoid overstating or overreaching beyond what the evidence can reasonably support.

The conclusions you draw should serve to advance knowledge while also acknowledging the inevitable constraints and boundaries of the study’s scope and methodology.

Editing and Formatting

With the full first draft written, leave sufficient time for revising and polishing every aspect into a cohesive, professional scholarly document:

• Ensure clear, logical organization with smooth transitions
• Consistent voice, tense, and academic writing style
• No grammar, spelling, or punctuation errors
• Accurate in-text citations and reference list formatting
• Clear, explanatory captions for all tables, figures, etc.
• Thorough proofreading to catch any oversight

Ask colleagues, professors, or a professional editing service to provide feedback and review for any lingering issues to correct.

You may need to go through several revision cycles based on feedback before it fully meets the standards expected of a high-quality dissertation.

The final polished work should reflect the culmination of your graduate research abilities. Adhere to your institution’s submission procedures and you’ll be one step closer to earning that doctoral degree!

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Guidelines For Writing A Nursing Dissertation

What is the format for writing a dissertation? The core chapters of a dissertation are the introduction, literature review, methodology, results, discussion, and conclusion. In addition, there are also supplementary sections, such as the appendices, bibliography, glossary, and abstract.

How long is a dissertation in nursing? An undergraduate dissertation is typically 8,000–15,000 words. A master’s dissertation is typically 12,000–50,000 words. A PhD thesis is typically book-length: 70,000–100,000 words.

How many references should a dissertation have? The number of references in a dissertation depends on a lot of things. However, in a 10,000-word dissertation, the ideal number of references is expected to be around 45-50.

How long does it take to write a nursing dissertation? You might work on it (alongside other classes) for the entirety of the final year, or for the last six months. This includes formulating an idea, doing the research, and writing up.

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Writing a Thesis for Nursing School

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Writing a thesis presents an opportunity for graduate students to conduct scholarly inquiry, with the potential of publishing their finished paper. A thesis requires nursing students to identify a problem in nursing, and review academic literature while developing advanced research skills. Thesis advisors and committees guide students from the proposal phase to the final oral defense, a process that spans about two semesters.

Not every nursing student is required to complete a thesis. Some nursing programs offer a non-thesis option, in which candidates complete a final capstone project or oral examination on topics such as nursing theories and clinical practices.

The thesis process and requirements vary by school. Ohio State University’s master of science in nursing program’s final examination includes oral and written portions.

Want to know what to expect during the thesis process? Read on to learn how you can choose a thesis topic and orally defend your paper.

Choosing Your Nursing Thesis Topic

Nursing students must choose a thesis topic before they begin the research and writing process, typically within the first two terms of nursing school. A solid thesis must present an original argument, manageable research scope, and worthy academic pursuit. A thesis advisor or research professor will help to guide each student through the process of choosing a topic.

In the conceptual phase, candidates research potential thesis topics based on their interests within their nursing specialty. Students may start with a broad topic such as obesity and weight management, depression, or cardiovascular disease. To narrow their thesis argument, graduate students might focus on racial or ethnic groups, socio-economic issues, or current events.

After settling on a topic, students draft and submit a thesis proposal to an advisor or committee chair. Once this proposal has been approved, students can begin the formal work on his or her approved thesis topic.

While graduate students must complete a thesis to fulfill the requirements of a master’s degree in nursing, the thesis process also offers a chance for future nurses to immerse themselves in current academic literature and collaborate with fellow graduate students, faculty, and professors. A thesis can also serve as the foundation for doctoral studies. A thesis at the doctoral (PhD) level is called a dissertation.

Completing Your Nursing Thesis

Brainstorming a thesis topic begins as early as the first semester of a master’s in nursing program. The formal thesis process, which typically spans multiple terms, does not take place until the student’s final year, usually during the last term.

Thesis requirements vary by school, and students must meet specific deadlines and take prerequisite courses beforehand. At the University of Texas-Houston’s School of Nursing , candidates take a public health class before they submit a thesis proposal.

Future nurses work under the guidance of a thesis committee and advisor. The experience of writing a thesis trains students in original investigation, data collection, implementing research design, and public speaking. Candidates also learn to flex their analytical thinking skills and master a specific area of nursing as they develop the ability to analyze and draw conclusions through data.

At a program’s conclusion, students submit their thesis as a bound manuscript or electronic file. In addition to submitting a written report, students orally defend their final thesis in front of the committee. Many graduates also submit their manuscripts for publication.

Presenting Your Nursing Thesis

Graduate students generally orally defend their proposal and present their completed thesis in front of their committee. This committee also includes the thesis mentor, a faculty member specializing in the nursing discipline of their scholarly inquiry. There are generally 3 total committee members on a thesis committee.

Fellow graduate students or consultants outside of the college may attend presentations, if the process is open to the public. Otherwise, the thesis defense remains a private session, with students presenting their findings. The oral examination of the thesis takes up to one hour, but can last longer depending on how many questions the committee has for the student.

During that time, the committee evaluates the thesis based on how the research experience has shaped the student’s graduate education and the findings’ significance to the nursing field. When the exam concludes, the committee either accepts or rejects the thesis defense.

How is a Nursing Thesis Graded?

Nursing schools rely on each committee to formally grade each product in the thesis process. Some graduate nursing students may receive a letter grade, while other nursing schools adhere to a “pass” or “fail” policy.

To determine a grade, the committee assesses the thesis based on set criteria. Committee members look at the project’s key components, including the statement of purpose, literature review, research methodology, analysis, findings, and implications. The process and grading criteria for the thesis process can be found in the school’s graduate handbook. Most of these handbooks are published online for student review.

The thesis must identify significant issues or service gaps in nursing and present them in a concise and coherent fashion. Candidates must support all findings and analysis by research and explain the implications for healthcare.

The oral defense also factors into the grade. The committee grades the defense based on the quality of the student’s presentation, taking into consideration if the student spoke clearly and presented a logical and well-organized argument.

What is the Difference Between a Nursing Thesis and a Capstone?

A nursing thesis and a capstone demonstrate the student’s comprehensive knowledge and educational journey. Graduate students in a non-research track may have the choice of completing a clinical project. Doctoral of Nursing ( DNP ) students complete a capstone project.

Graduate-level nursing students work on an original scholarly inquiry during their thesis, while undergraduates recap their cumulative learning experience. The thesis process, which includes completing nursing courses and writing a proposal, takes place over the entire program.

Learn more about the difference between a thesis and capstone project on this page .

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A practical approach to the process of writing a dissertation

09 October, 2017

Writing a dissertation does not have to be stressful and should be a vehicle for learning, not a chore. This article offers practical advice for student nurses embarking on the task

While many student nurses find the task daunting, writing a dissertation is essentially a powerful vehicle for learning; it is an opportunity to work on methodology and organisational skills, develop an appreciation of research, and demonstrate critical thinking. With the help of a good supervisor, a carefully planned dissertation will develop almost naturally, as long as students follow a few basic rules. This article considers the essentials of writing a dissertation and offers practical guidance to students.

Citation: Lowry M (2017) A practical approach to the process of writing a dissertation. Nursing Times [online]; 113: 11, 36-39.

Author: Mike Lowry is a freelance writer and former nursing academic.

• This article has been double-blind peer reviewed
• Scroll down to read the article or  download a print-friendly PDF here
• Also read our article Making the most of the relationship with your dissertation supervisor

Introduction

Many student nurses feel overwhelmed by the task of writing a dissertation, uncertain how to approach it and doubtful about their chances of success. Few are fully confident that they know how to go about writing the dissertation, manage the supervisory relationship and highlight the essentials of the topic they wish to examine. However, writing a dissertation is a learning process, and need not be such an onerous task if it is carefully planned.

A dissertation can be defined as the report of a process; it may also be seen as a long essay (Biggam, 2015). By comparison, a thesis is more sophisticated and adds to the knowledge in a field, or challenges accepted norms to bring about changes in established understanding. Undergradu-ates and taught master’s degree students are more likely to produce a dissertation, as do many master’s students, whereas students at doctoral level are more likely to write a thesis.

Writing a dissertation equates to developing an understanding of research or systematic enquiry rather than generating new evidence; that is the purpose of a doctoral thesis. While there are various methods according to the nature of the project, the main purpose of a dissertation is to enable students to demonstrate organisational skills, beginning insights into research, and deeper, more critical understanding of their chosen focal topic. However, there are commonalities be-tween a dissertation and thesis, especially around the importance of good supervisory relationships. This article focuses on dissertations, offering a framework for students embarking on – or stuck in the middle of – the process of writing one.

Purpose of a dissertation

Students are asked to write a dissertation to demonstrate their ability to focus on a subject, examine it in detail through systematic enquiry and identify relevant theories. They need to show they are capable of presenting work in an orderly, academic form, clearly demonstrating a working knowledge of their chosen subject. Equally important is the development of various levels of critical insight, depending on the level of degree for which the dissertation is to be submitted – undergraduate or master’s. Box 1 summarises what is expected from you in a dissertation.

Box 1. What your dissertation must demonstrate

• Ability to delve into a subject through systematic enquiry
• Capacity to present written work in an orderly, academic form
• Working knowledge of a subject
• Clarity of purpose, clarity of thought and sophistication of argument
• Ability to focus, plan, organise and work methodically
• Ability to think critically

Getting started

Acording to Wisker (2013) a dissertation is a large piece of work requiring careful planning, good time management, critical thinking, conceptual understanding and adherence to practices for completion. The time taken initially to decide on the topic, approaches and resources will be time well spent.

Many students consider identifying and refining the topic of their dissertation to be one of the most difficult elements in the process. It is fair to say that once the topic has been defined, the rest unrolls like a carpet – as long as you follow a few basic rules (Box 2).

Box 2. Basic rules for writing a dissertation

• Refine the topic, spending time with your supervisor at this stage
• Choose question(s), where relevant, that will likely produce interesting answers
• Consider resources
• Do not hesitate to write in the first person if appropriate
• Put effort and care into every stage of the process
• Justify your choices rather than simply stating them
• Produce a lively and informed discussion
• Follow the format requirements of your institution/supervisor

It is important to avoid chaos and to put effort and care into every stage of the process; the SCARY checklist contains useful advice on what a dissertation should and should not be (Box 3).

Box 3. The SCARY checklist

Your dissertation should be SCARY , in other words:

S traightforward: avoid waffling or overcomplicating ideas; you should, however, demonstrate complexity when discussing findings and literature

C lear and unambiguous: whatever you set out to do must be easily defined and may be trailed for audit

A chievable: within the time frame, limits of the remit, available resources and size limitations

R ecency, ensure that the material you are using to inform the work is current; it might be wise to ensure that all literature dates from the last 10 years or so, depending on the subject matter. Unless older work is seminal, avoid citing it and seek newer material; never use literature just because it is convenient or to hand

Y ours: do not be tempted to claim anyone else’s work as your own

One key piece of advice is that it must be the student’s own work, which means plagiarism must be avoided (Box 4).

Box 4. Plagiarism: do not go there

As Singh and Remenyi (2016) explain, plagiarism is using, in an essay or dissertation, ideas that have been sourced from work published by other authors without acknowledging them. It is academic misconduct to fail to acknowledge the original source, a point echoed by Biggam (2015). In the worst case scenario, plagiarism can lead to the candidate’s work being disallowed.

If you are tempted to use the work of others and claim it for yourself, the advice is simple: do not go there.

The qualities that distinguish an outstanding dissertation from an average one include clarity of purpose, clarity of thought and sophistication of the argument. A first-class submission will be highly organised and focused, clearly demonstrating critical insight, as opposed to a simple, unquestioned description.

Refining the topic

A topic that may seem obvious at the outset can prove to be too vague or too complex. It can be helpful to distil your ideas using a framework such as Lowry’s reflective triangle (Lowry, 2016). Start by making notes on what interests you and why (the ‘case’), then put these into the ‘context’ and consider all the ‘variables’ (Fig 1). For example, you might have an interest in educating patients and want to explore this case in more depth. The context might be your recent experience of a patient being unclear about information on treatment options. Given the importance of patients understanding treatment options so they can make informed decisions, the scenario might appear more complex than it first seemed. You might want to consider the impact on you as a practitioner, who else was involved, what was particularly important and why (the variables). Your reflections will eventually crystallise into a clearer topic and will help you justify your choice.

This part of a dissertation is often seen as the most challenging. Without a clear focus, the rest of the process is likely to stall, so spending time with your supervisor at this stage is invaluable. Go it alone if you will, but it is far better to nurture the supervisory relationship (Kimani, 2014).

Determining the research question

Not all dissertations need a question or questions; some can be purely observational – for example if they use grounded theory. When questions are involved, however, these must be relevant and have a reasonable chance of producing answers.

Unless the subject matter makes it impossible, you should never use a closed question (questions starting with “is”, “are”, “does” or “can”), as the answer will inevitably be yes or no. For example, the answer to the question “Is the process of completing a dissertation arduous?” is almost certainly yes, to an extent, so the question has no real value. A more interesting alternative would be to ask “To what extent is completing a dissertation arduous?”. This offers something to explore and play with to produce a discussion. If you study human society in any shape or form, you will quickly discover that it is seldom binary and rarely fits an ‘either/or’ format.

Considering resources

While refining your topic and research question, you also need to identify and justify the resources you may need, such as help from a statistician, support with transcribing data or advice from experts. Consider whether these resources will be available within the time frame and budget. It would be unwise to seek answers to questions that require disproportionate resources.

Using discursive writing

Students tend to avoid discursive writing, preferring to report rather than to argue, but Kamler and Thomson (2006) emphasise the importance of producing lively and informed discussions. There are opportunities for discussion in various sections of a dissertation, including in the literature review, and it can be used throughout your work, starting with the justification of your choice of topic and methods.

Choosing the right pronoun

It has long been debated whether to use the personal pronoun in academic work; the upshot is that, where justified, there is no reason to avoid writing in the first person. As Kamler and Thomson (2006) put it, “‘I’ is not just a matter of personal choice. There are epistemological/methodological and rhetorical reasons for choosing to use the first person pronoun”. Conversely, trying to shoehorn the personal pronoun (or third person) into your writing when it is unnecessary detracts from the intrinsic quality of the dissertation.

Discuss your preference with your supervisor and be ready to argue your case; the reason for your choice must be clear from the outset. Whatever choice you make – first or third person – must be adhered to throughout, so never alternate between pronouns.

Format and elements of a dissertation

Once you have a general feel for what your dissertation is going to look like, you can get started. The requirements for format and what elements the dissertation should include vary according to institutions and supervisors, so be guided by them. More information on the practicalities of pre-paring a research-based dissertation can be found in Bowen (2005). Generally, all the elements described below are needed in one form or another. At each step, remember to justify your choices as opposed to alternatives, rather than simply stating them and moving on. In terms of style, avoid colloquialisms and discipline your thinking to search for relevant illustrative expressions.

Although the introduction to the dissertation comes first it should be written last, after everything else is complete. Only then will you know exactly what is in your dissertation and how to introduce it.

The background section tells the story of what led you to undertake this work – for example, a recent placement, clinical experience or a presentation in an academic forum. It brings the reader to the table, so to speak.

Aims and objectives

Aims and objectives must be determined at the outset. Have at least one (main) aim and four (contributory) objectives: fewer than four objectives might appear superficial, especially considering that the aim has been deemed interesting enough to merit a study. Objectives must be relevant to the aim(s), and aims and objectives must be clearly stated and explained.

The aim is the overall destination and the objectives are what you need to do to get there; for example, if your aim was to help women to decide what method of contraception to choose, your objectives would include establishing what methods are available, examining the risks and benefits of each, and evaluating different forms of patient information.

Literature review

The literature review – sometimes called literature search or literature enquiry – is crucial. What you have read must be current and relevant, and you need to show that you have examined it critically. If one author’s assertion is contradicted by another, your role is to unravel the arguments and extract meaning from them. The fact that authors have had their work published does not mean they are necessarily right.

Synthesise what you have read, bring the information together and demonstrate how it has contributed to your thinking. From your reading you will develop ideas on how to investigate your topic – including what design best fits your purpose.

Journal articles are generally more focused and detailed than books. Ensure the journals you cite are peer-reviewed: this means its articles have been scrutinised by people with the relevant spe-cialist expertise before being accepted for publication. How many articles or books you include depends on the nature of your work. You are likely to need at least 20 current articles or books to make sense of your topic. Fewer sources may betray an unwillingness to delve into the subject, whereas featuring a huge amount of literature may indicate you have skimmed through it. Be selective and be prepared to justify your choice of included work.

The design – also referred to as approach or method – is the way in which you explore your topic. This section can adopt various presentations but should be clear and succinct, and you should avoid becoming mired in uncertainties. It may feature:

• The epistemological approach – for example qualitative or quantitative, or perhaps eclectic – and why you made that choice;
• The method – for example, if you have chosen a quantitative approach your method could be a survey, while a qualitative approach could be the observation of informants and interpretation of their behaviour with the help of follow-up interviews. These methods are by no means exhaustive and relevant texts on research principles, such as Parahoo (2014); Moule and Aveyard (2016); Ellis (2016) will help you select your method.
• Resources needed for your project;
• Any perceived limitations, such as availability of informants, response rates or equipment, and how these were dealt with.

Ethical approval

Research is awash with ethical challenges; you need to identify them early and show what steps you have taken to address them. Do refer to the theories on ethics that you have used to guide your thinking. As a general rule, undergraduates should not be encouraged to involve patients in their research projects, but they will still need to secure ethical approval if they intend to involve peers, staff or any other informants who could potentially be harmed. Obtaining ethical approval is a long and sometimes complex process that should not be taken lightly.

This section states what sources you derive information from; for example, this could be literature only, different types of literature, individual informants or observations.

Describe what you have done, what worked and what did not. Do not avoid exploring errors in your work, but when doing so, demonstrate how they have contributed to your understanding.

This is the section where you describe what has emerged from your study and what you think needs to be examined further (and why). Do not merely end with a series of superficial comments about what else could be done, but explain what brought you to these views.

The discussion is your chance to shine. It is likely to be longer than most other sections – if not there may be a problem. Start by stating what resulted from your enquiry, and every time you make a statement, ask yourself: so what? It may seem odd, but this self-enquiry will result in deeper insights, which will impress examiners.

If you want to excel, incorporate the findings from the literature review into your discussion and explore whether the findings from your work concur with or differ from the literature. You can further enhance the discussion by integrating fieldwork, findings and ethical challenges. The more fully you engage with the dissertation at this stage, the more sophisticated the end product will be.

Conclusions

The conclusions (or recommendations) need to be brief, draw everything together and suggest what needs to happen next and why.

Your work must include a carefully compiled list of literature cited in your dissertation. Bear in mind that examiners do check references – especially if they are themselves among the authors cited. They may find incomplete reference lists – or, even worse, their published work misquoted or wrongly interpreted – extremely irritating. Refer to your institution’s guidelines for reference protocols.

A dissertation is a means for students to demonstrate they can work methodically and think critically. It is also a powerful vehicle for learning, and one that may well stimulate students to become further involved with systematic enquiry. At the very least, it will engender an appreciation of the process of research.

• Many students feel overwhelmed by the task of writing a dissertation
• A dissertation that has been carefully thought through should develop naturally
• Time taken initially to decide on the topic, questions and methods will be time well spent
• Dissertations must be clear, organised and focused, and demonstrate critical insight
• Plagiarism is academic misconduct and must be avoided

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One comment.

I am a 3rd year student nurse embarking on my dissertation so found this article interesting. It is true, most students do feel nervous and overwhelmed at the thought of writing a dissertation especially on top of other assignments and being in practice.

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How to Write a Nursing Dissertation: A Comprehensive Guide for Nursing Students

• Carla Johnson
• September 18, 2023
• Academic Writing Guides

As a nursing student, you’ve likely encountered various academic challenges throughout your educational journey. However, one of the most daunting tasks you may face is writing a nursing dissertation . A dissertation is a significant and complex research project that requires careful planning, research, and organization. In this comprehensive guide, we will walk you through the process of writing a nursing dissertation step by step, providing you with valuable insights and tips to help you succeed in this academic endeavor.(nursing dissertation writing process)

A nursing dissertation is a culmination of your academic journey, demonstrating your expertise in a specific area of nursing and your ability to conduct in-depth research. It’s a substantial piece of work that requires dedication, time management, and a structured approach. Whether you’re just beginning your nursing dissertation or have already started, this guide will assist you in navigating the challenges and ensuring your dissertation stands out.

1. How to Write a Nursing Dissertation

Selecting the right topic for your nursing dissertation is the first and crucial step in the process. Your topic should be both interesting to you and relevant to the field of nursing . Here are some tips for choosing a suitable topic:(nursing dissertation writing process)

a. Personal Interest

Consider what aspects of nursing intrigue you the most. Your passion for the topic will keep you motivated throughout the research and writing process.

b. Research Gap

Identify areas within nursing where there is a gap in research or a need for further exploration. Addressing these gaps can make your dissertation more valuable to the nursing community.(nursing dissertation writing process)

c. Feasibility

Ensure that your chosen topic is manageable within the scope of your dissertation. Complex or overly broad topics can lead to difficulties in research and analysis.

2. Crafting a Strong Nursing Dissertation Proposal

Before you start writing your dissertation, you will typically need to submit a dissertation proposal for approval by your academic institution. The proposal outlines your research objectives, methodology, and expected outcomes. Here’s how to craft a compelling proposal:(nursing dissertation writing process)

Provide a clear and concise title that reflects the essence of your research.

b. Introduction

Introduce your topic, explain its significance in the nursing field, and present your research questions or hypotheses.

c. Literature Review

Summarize existing research related to your topic. Identify gaps or areas that your dissertation will address.

d. Methodology

Describe the research methods you will use, including data collection and analysis techniques.

e. Expected Outcomes

Outline the expected outcomes and contributions of your research.

f. References

Include a list of references that you have consulted for your proposal.

3. Conducting a Thorough Literature Review

A literature review is a critical component of your nursing dissertation. It provides the foundation for your research by summarizing and analyzing existing studies related to your topic. Here’s how to conduct an effective literature review :(nursing dissertation writing process)

a. Identify Key Sources

Find relevant scholarly articles, books, and research papers related to your topic. Use academic databases like PubMed, CINAHL, and Google Scholar to search for literature.(nursing dissertation writing process)

b. Organize Your Sources

Create an organized system for storing and referencing your sources. Consider using reference management software like EndNote or Zotero.

c. Analyze and Synthesize

Critically analyze the findings of the studies you’ve reviewed. Identify common themes, gaps in research, and areas where your dissertation can contribute.

d. Cite Properly

Ensure that you properly cite all the sources you use in your literature review. Follow a citation style such as APA, MLA, or Chicago as per your institution’s guidelines.(nursing dissertation writing process)

4. Developing a Nursing Dissertation Structure

A well-structured dissertation is easier for both you and your readers to navigate. Here’s a typical structure for a nursing dissertation:(nursing dissertation writing process)

a. Introduction

• Introduce your topic and research questions .
• Provide context for your study.
• State the significance of your research.

b. Literature Review

• Summarize existing research on your topic.
• Identify gaps in the literature.(nursing dissertation writing process)
• Justify the need for your research.

c. Methodology

• Describe your research methods and procedures.
• Explain how you will collect and analyze data.
• Discuss any ethical considerations .
• Present the findings of your research.(nursing dissertation writing process)
• Use tables, charts, and graphs to illustrate your results.
• Interpret the data and relate it to your research questions.

e. Discussion

• Analyze your results in the context of existing literature.
• Discuss the implications of your findings.
• Suggest recommendations for further research.

f. Conclusion

• Summarize the key points of your dissertation.
• Restate the significance of your research .(nursing dissertation writing process)
• Provide a concise answer to your research questions.

g. References

• List all the sources you’ve cited in your dissertation.
• Follow the citation style recommended by your institution.

5. Writing and Editing Your Nursing Dissertation

Writing your dissertation can be a challenging and time-consuming process, but with proper planning and organization, you can make it more manageable:(nursing dissertation writing process)

a. Start Early

Give yourself plenty of time to research, write, and edit your dissertation. Procrastination can lead to unnecessary stress.

b. Set Goals

Break down your dissertation into smaller, manageable tasks. Set daily or weekly goals to track your progress.

c. Seek Feedback

Share your work with your advisor or mentor regularly to receive constructive feedback . They can help you refine your ideas and improve your writing.(nursing dissertation writing process)

d. Edit Carefully

Proofread and edit your dissertation for grammar, spelling, and clarity. Consider using editing software like Grammarly to assist you.

6. Ethical Considerations in Nursing Dissertations

As a nursing student, it’s essential to be aware of ethical considerations when conducting research involving human subjects. Here are some key points to keep in mind:

a. Informed Consent

Obtain informed consent from participants, ensuring they understand the purpose of the study and their rights.

b. Privacy and Confidentiality

Protect the privacy and confidentiality of research participants. Use pseudonyms or codes to anonymize data.

c. Institutional Review Board (IRB)

If required, obtain approval from your institution’s IRB before conducting any research involving human subjects.

Writing a nursing dissertation is a challenging but rewarding endeavor that demonstrates your expertise and dedication to the field of nursing. Remember to choose a relevant and interesting topic, craft a strong proposal, conduct a thorough literature review, and follow a well-structured format. Additionally, maintain ethical standards in your research and seek feedback from advisors or mentors.(nursing dissertation writing process)

Writing a nursing dissertation is undoubtedly a demanding task, but it’s also an opportunity to make a significant contribution to the field of nursing. If you ever find yourself overwhelmed by the complexity of the process or facing time constraints, consider seeking professional assistance from our dissertation writing services . Our experienced team of writers specializes in nursing dissertations and can provide you with the support you need to excel in your academic journey. Contact us today to learn more about how we can help you achieve your academic goals.

In conclusion, writing a nursing dissertation is a challenging but achievable task with careful planning, dedication, and adherence to ethical guidelines. We wish you the best of luck in your dissertation journey and look forward to assisting you if you ever need our expertise.(nursing dissertation writing process)

FAQs: Writing a Nursing Dissertation

1. how do i start writing my dissertation.

To begin writing your nursing dissertation, start by selecting a well-defined topic, creating a proposal, conducting a thorough literature review, and outlining your research methodology. Establish a timeline and set clear goals to guide your progress.

2. How long is a nursing dissertation?

The length of a nursing dissertation can vary, but it typically ranges from 10,000 to 15,000 words, excluding references and appendices. Be sure to follow your institution’s specific guidelines for dissertation length.(nursing dissertation writing process)

3. Do nurses write a dissertation?

Yes, nursing students, particularly those pursuing advanced degrees such as a Master of Science in Nursing (MSN) or Doctor of Nursing Practice (DNP), often write dissertations as part of their academic requirements. Dissertations allow nurses to contribute to the field’s knowledge and practice.

4. How do I choose a nursing dissertation topic?

When selecting a nursing dissertation topic, consider your personal interests, research gaps in the field, and the feasibility of the topic within the scope of your dissertation. Ensure that the chosen topic aligns with your academic and career goals in nursing.

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Dissertation

Candidacy examination, degree credentials, dissertation committee, dissertation status.

The Dissertation Proposal Defense serves as the Candidacy Examination. The purpose of the Candidacy Examination is to demonstrate an understanding of knowledge in the concentration area that supports the student’s dissertation research. Upon successful completion of required coursework and this examination, the student advances to degree candidacy status.

Students are expected to pass the Candidacy Examination no later than the end of the 3rd semester following Dissertation Seminar unless the student obtains written permission of the Graduate Group in Nursing Chair. Students who do not abide by these policies will no longer be in good academic standing (see “Academic Standing”) which will be reported to funding agencies and the Associate Dean for Academic Programs.  

Degree credentials (e.g., AD, BS, BSN, MS, MSN, PhD, EdD, DNP) are commonly used and indicate completion of a particular educational program. The highest degree attained is usually placed immediately after the last name. All or some of degrees can be used.

Terms used to indicate partial completion of a degree or student status such as “SNP” (student nurse practitioner), “PhDc” (PhD candidate) or “ABD” (all but dissertation) are fabricated terms and are not to be used.

The Dissertation Committee oversees and approves the research proposal, and ultimately, the dissertation.

Following Dissertation Seminar, the student will be registered for dissertation status.  Registration is done by the Office of Student Information and is required in each succeeding semester until all degree requirements are met. A student on Dissertation Status who wishes to take additional coursework may do so with approval of the academic advisor and Graduate Group in Nursing Chair depending on available funding for tuition. While supported by School of Nursing or federal funding, students may only take coursework that is directly related to their dissertation question.

The preparation of the dissertation constitutes the final phase of the PhD program. The dissertation should demonstrate a high-level of analytical and research competence and represent an original contribution to the field of nursing science. It is expected that the formation of a topic will begin in the early phases of study in the program and grow out of experience and work in the focused area of science and scholarship. It is also expected that the dissertation topic will build on the research and expertise of two or more members of the Graduate Group in Nursing. 

Dissertation Format

Generally, three dissertation formats are appropriate. The best option depends on the type of research planned. Each format is described in the table below, with an explanation of the nature and scope of work for the dissertation proposal. Note that all three formats are potentially suitable for qualitative and mixed-methods research; students pursuing a qualitative or mixed-methods project should consult with the Chair and the Dissertation Committee to determine the most appropriate format for the student’s specific study. The dissertation format must be approved by the student’s Dissertation Committee. Additional formats may be suggested as nursing science continues to evolve; formats of dissertations (and proposals) that are not addressed below will be considered. In this case, the Dissertation Chair and student will review their recommended format with the Graduate Group in Nursing Chair.

University of Pennsylvania policy permits dissertations based on joint work with other researchers, provided that, in such cases, a unique and separate dissertation is presented by each degree candidate. The candidate must include a concise account of his or her contribution to the whole work. Authorship of a dissertation by more than one degree candidate is not allowed.

Dissertation Formats

* NOTE: The proposal for a five-chapter or three-article dissertation may use the NIH PHS398 subheadings (Specific Aims, Background and Significance, Innovation, and Approach) provided that the background and significance are presented in sufficient depth to demonstrate thorough mastery of the relevant literature. PHS398 page limits do not apply; proposals using the PHS398 subheadings will likely be longer than 10-15 single-spaced pages. An NRSA proposal is not an acceptable dissertation proposal. If using the PHS398 subheadings for the dissertation proposal, the student should negotiate the appropriate scope of the Background and Significance section in advance with the Chair and Committee. An underdeveloped background and significance section may be grounds for failing the Candidacy Exam.   

The three manuscripts option may include manuscripts that are published during the course of the doctoral program; see the “Use of Copyrighted, Previously Published, or Coauthored Material” section of the University’s Doctoral Dissertation Manual  for details.

Requirements and Format of the Three Article Dissertation

The Graduate Group allows students who publish papers during their doctoral program to use these papers as part of their dissertation.  Following are the requirements and format for the Three Article dissertation option:

Dissertation Defense

When the written dissertation is completed to the satisfaction of the dissertation committee, an oral defense with public and closed components will be scheduled for two hours. The examining committee for the dissertation consists of the dissertation committee and two readers from the Graduate Group in Nursing who are appointed by the Graduate Group in Nursing Chair. All members of the Graduate Group and doctoral students as well as other individuals whose presence is desired by the student are invited to the public component. The public component consists of a brief presentation of the findings and their implications by the student followed by a brief question and answer by individuals who are not members of the examining committee. The following component may be either open or closed depending on the preference of the Dissertation Chair. In this portion, guests may be excused while questioning and discussion by the readers, the dissertation committee members, and the student occur. The dissertation defense is graded on a Pass/Fail basis with the majority of the five examiners necessary for a decision.

At least three members of the dissertation committee must participate in the defense. Defense may take place in person or remotely. 

Source: PennBook Academic Rules for PhDs and Research Masters Degrees

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Nursing student dissertation: why do it and how to manage it

Lynne pearce posted 17 december 2021 - 01:00.

The Library : Nursing

What is a dissertation.

Final year students are required to complete a large piece of work for their degree or professional qualification. For undergraduates this is known as a dissertation, final year project or major independent study. Postgraduates will normally complete a thesis.

These pages will tell you how the Library can support you in writing your dissertation, as well as finding past dissertations.

Support for dissertations and projects

Independent study.

• The Skills for Learning  Dissertations and Literature Reviews webpage explains their structure and content as well as providing guidance on dissertation proposals. There are worksheets and interactive tasks available.
• The Research Skills pages look at the research process, including research design , research ethics and analysing and presenting data .
• The Finding Information and Reading page explains search strategies and techniques and provides worksheets on evaluating search results.
• The Library's Subject Guides have information on finding high quality information in each subject area for use in literature reviews and dissertations.
• The Academic Integrity Tutorial in MyBeckett is a complete guide to referencing and avoiding plagiarism for LBU students: this FAQ explains how to enrol.

 Additional support

•  Skills for Learning support English as an Additional Language for students. One-to-one support with this and other skills like finding information, academic writing, referencing and IT can be booked through our Get Help form .
• The Skills for Learning website has a topic page for each key study skills area. Online workshops are open to all and bookable through MyHub . You can request recordings of previous workshops from [email protected] .
• Study Cafes run regularly for focused, supported study time and drop-ins are also available for quick study skills queries: see MyHub .

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Your dissertation template

A template is provided to use for your dissertation. We recommend you use this as soon as you start any writing  rather than trying to apply it afterwards. As well as showing you the structure for your dissertation, it has built in styles than can help you format it as required for a long academic document.

Scroll down the page to find videos to help you with using the template.

Downloading the template

The template for your dissertation is provided here:

Nursing Dissertation Template

This includes a pre-created PRISMA flow diagram (just add the numbers) and the NMC template for Part B. If you are not using this format for Part B then you will of course need to delete/amend this.

Just click on either the link above or the image on the right to download the template. It will usually be automatically saved into your 'downloads' folder. We recommend moving it from there to a dedicated folder where you keep everything for your dissertation.

Important note:

You do not need to alter any of the fonts in the template, they have been approved by your faculty. Please ignore any advice that you see elsewhere about using alternative fonts.

Videos showing you how to use the template

The Skills Team have provided three videos which show you how to use the template. These are:

• An introduction to the template - including filling the title page
• Using the built-in styles and updating the table of contents
• Adding labels to your tables and figures and updating the lists of these

There are also some other videos that support using the generic university template (rather than the Nursing one specifically) that may be useful to some of you. These include using the cross-referencing tool and inserting landscape documents. You can find these videos on the Skills Team's  Undergraduate Dissertation Video Workshop page. Not all of you will find these useful however, so they are not included here.

An introduction to the template

Using styles and updating table of contents

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The future of MSc nursing dissertations – a victim of its own success?

In our blog this week, Dr Nicola Roberts (@DrNRoberts) and Mr Ben Parkinson (@ParkinsonBen1) from Glasgow Caledonian University discuss the current changes affecting student research in the NHS and the future for MSc dissertations in nursing.

The Masters of Sciences degree (MSc) is becoming increasingly popular with nurses and provides a useful stepping stone into advanced nursing roles and/or Doctoral level study (e.g. PhD or Professional Doctorate). For nursing students, the most daunting and time consuming part of their MSc is often the dissertation component. Students usually do a structured literature review or undertake a small piece of research. However, the rules around student research in the NHS are changing and may affect some nursing students completing MSc dissertations.

What is a nursing dissertation? The nursing dissertation usually involves a large written piece of coursework (6-16,000 words) based on an independent study at the end of a University MSc programme. Students are supported during their dissertation by an academic supervisor to undertake research or a review. For nursing students, the MSc dissertation is an opportunity to focus on a particular area of interest and to study the topic in great detail. The MSc dissertation is a demanding assessment and can involve many months of effort and a high level of independent study. Some of the challenges faced by students include working independently, effectively working with their supervisor, having to meet deadlines, and producing high quality academic material. In addition, many students also have other commitments (e.g. employment, child care) and/or have additional support needs (e.g. dyslexia). These factors can make the MSc dissertation both demanding, but also extremely rewarding.

Student research in the NHS Nursing students often want to undertake a research study in their place of work, but all research needs to have ethical approval and students working in the NHS will have to make sure they are eligible to complete their research in the NHS. The guidance on student research in the NHS changed and the new guidance is available online via the Health Research Authority (HRA) . The HRA changes came into effect in September 2021 and affect those completing research for the main purpose of achieving an educational qualification (e.g. Degree, Masters, or Doctorate). The main changes include new eligibility criteria, which changes the type of students who can complete research in the NHS. The new guidance states undergraduate students, for example, will no longer be able to complete research involving the NHS and that Doctoral students studying Health and Social Care related topics will be able to complete research in the NHS ( full guidance ).

The guidance is slightly more confusing for MSc nursing students. Not all MSc students will be able to apply for NHS ethical approval and some types of student MSc students will not be allowed to do research in the NHS. Fortunately, nurses will be one group of students who can conduct research in the NHS, but certain rules apply, nurses need to be studying a Health and Social Care course and the University department supporting the student also needs to be active in Health and Social Care research. The HRA have produced a helpful toolkit for students or supervisors , to help them determine whether their research will be eligible to apply for NHS Research Ethics approval under the new guidance.

Alternatives to student research in the NHS Given the complexity of nursing dissertations and the challenges faced by many nursing students, it is prudent to consider the different options available when completing an MSc dissertation. Being flexible and creative will give nursing students the greatest chance of success when completing their MSc dissertation.

Dissertation options. • Research involving the NHS (check eligibility using student research toolkit ) • Non-research activity in the NHS (e.g. service evaluation, audit, a discussion with R&D may still be needed). • Research activity not involving NHS patient, staff, or resources – student participant study or using organisations or charities, social media. • Literature review (e.g. systematic review). • Write research protocol for future study. • Produce anonymous case report (consent/approval needed).

Other challenges for nursing dissertations Another challenge is the increasing numbers of students completing MSc qualifications. Each year more nurses are seeking MSc qualification, which is excellent for patient care and the nursing profession. However, increasing student numbers and the needs to complete a dissertation can create pressure on the NHS and make it difficult to provide the necessary support for growing numbers of students. With increasing numbers, nursing students can find themselves struggling to come up with an original idea and some popular topics can become over-researched. For example, recently the number of students wanting to study COVID-19 has grown rapidly.

It is also common for nursing students to focus on particular groups of people and/or recruitment pathways. For example, the growth of MSc dissertations has led to an increase in the amount of research being conducting on students, which raises concerns about whether students are being overly burdened by invitations to participate in research. The growth in the numbers of nursing students studying MSc qualifications has also put pressure on finding appropriate academic supervisors, who can support students during their studies. It is important Universities balance the increased demand for MSc study, whilst also maintaining quality for students. Innovative strategies used by Universities include flexible academic supervision, using online methods, incorporating group supervision, and also changing the format of dissertations to better reflect journal publications. It is clear that traditional dissertations may need to adapt in the near future to be fit for purpose and to support the large number of students and the changes to research ethics in the NHS.

Dr Nicola Roberts is a Senior Lecturer and Mr Ben Parkinson is a Lecturer in the Department of Nursing and Community Health (@GCUNursing) at Glasgow Caledonian University, United Kingdom (@GCUSHLS, @GCUReach). 

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Defending Your Dissertation: A Guide

Written by Luke Wink-Moran | Photo by insta_photos

Dissertation defenses are daunting, and no wonder; it’s not a “dissertation discussion,” or a “dissertation dialogue.” The name alone implies that the dissertation you’ve spent the last x number of years working on is subject to attack. And if you don’t feel trepidation for semantic reasons, you might be nervous because you don’t know what to expect. Our imaginations are great at making The Unknown scarier than reality. The good news is that you’ll find in this newsletter article experts who can shed light on what dissertations defenses are really like, and what you can do to prepare for them.

The first thing you should know is that your defense has already begun. It started the minute you began working on your dissertation— maybe even in some of the classes you took beforehand that helped you formulate your ideas. This, according to Dr. Celeste Atkins, is why it’s so important to identify a good mentor early in graduate school.

“To me,” noted Dr. Atkins, who wrote her dissertation on how sociology faculty from traditionally marginalized backgrounds teach about privilege and inequality, “the most important part of the doctoral journey was finding an advisor who understood and supported what I wanted from my education and who was willing to challenge me and push me, while not delaying me.  I would encourage future PhDs to really take the time to get to know the faculty before choosing an advisor and to make sure that the members of their committee work well together.”

Your advisor will be the one who helps you refine arguments and strengthen your work so that by the time it reaches your dissertation committee, it’s ready. Next comes the writing process, which many students have said was the hardest part of their PhD. I’ve included this section on the writing process because this is where you’ll create all the material you’ll present during your defense, so it’s important to navigate it successfully. The writing process is intellectually grueling, it eats time and energy, and it’s where many students find themselves paddling frantically to avoid languishing in the “All-But-Dissertation” doldrums. The writing process is also likely to encroach on other parts of your life. For instance, Dr. Cynthia Trejo wrote her dissertation on college preparation for Latin American students while caring for a twelve-year-old, two adult children, and her aging parents—in the middle of a pandemic. When I asked Dr. Trejo how she did this, she replied:

“I don’t take the privilege of education for granted. My son knew I got up at 4:00 a.m. every morning, even on weekends, even on holidays; and it’s a blessing that he’s seen that work ethic and that dedication and the end result.”

Importantly, Dr. Trejo also exercised regularly and joined several online writing groups at UArizona. She mobilized her support network— her partner, parents, and even friends from high school to help care for her son.

The challenges you face during the writing process can vary by discipline. Jessika Iwanski is an MD/PhD student who in 2022 defended her dissertation on genetic mutations in sarcomeric proteins that lead to severe, neonatal dilated cardiomyopathy. She described her writing experience as “an intricate process of balancing many things at once with a deadline (defense day) that seems to be creeping up faster and faster— finishing up experiments, drafting the dissertation, preparing your presentation, filling out all the necessary documents for your defense and also, for MD/PhD students, beginning to reintegrate into the clinical world (reviewing your clinical knowledge and skill sets)!”

But no matter what your unique challenges are, writing a dissertation can take a toll on your mental health. Almost every student I spoke with said they saw a therapist and found their sessions enormously helpful. They also looked to the people in their lives for support. Dr. Betsy Labiner, who wrote her dissertation on Interiority, Truth, and Violence in Early Modern Drama, recommended, “Keep your loved ones close! This is so hard – the dissertation lends itself to isolation, especially in the final stages. Plus, a huge number of your family and friends simply won’t understand what you’re going through. But they love you and want to help and are great for getting you out of your head and into a space where you can enjoy life even when you feel like your dissertation is a flaming heap of trash.”

While you might sometimes feel like your dissertation is a flaming heap of trash, remember: a) no it’s not, you brilliant scholar, and b) the best dissertations aren’t necessarily perfect dissertations. According to Dr. Trejo, “The best dissertation is a done dissertation.” So don’t get hung up on perfecting every detail of your work. Think of your dissertation as a long-form assignment that you need to finish in order to move onto the next stage of your career. Many students continue revising after graduation and submit their work for publication or other professional objectives.

When you do finish writing your dissertation, it’s time to schedule your defense and invite friends and family to the part of the exam that’s open to the public. When that moment comes, how do you prepare to present your work and field questions about it?

“I reread my dissertation in full in one sitting,” said Dr. Labiner. “During all my time writing it, I’d never read more than one complete chapter at a time! It was a huge confidence boost to read my work in full and realize that I had produced a compelling, engaging, original argument.”

There are many other ways to prepare: create presentation slides and practice presenting them to friends or alone; think of questions you might be asked and answer them; think about what you want to wear or where you might want to sit (if you’re presenting on Zoom) that might give you a confidence boost. Iwanksi practiced presenting with her mentor and reviewed current papers to anticipate what questions her committee might ask.  If you want to really get in the zone, you can emulate Dr. Labiner and do a full dress rehearsal on Zoom the day before your defense.

But no matter what you do, you’ll still be nervous:

“I had a sense of the logistics, the timing, and so on, but I didn’t really have clear expectations outside of the structure. It was a sort of nebulous three hours in which I expected to be nauseatingly terrified,” recalled Dr. Labiner.

“I expected it to be terrifying, with lots of difficult questions and constructive criticism/comments given,” agreed Iwanski.

“I expected it to be very scary,” said Dr. Trejo.

“I expected it to be like I was on trial, and I’d have to defend myself and prove I deserved a PhD,” said Dr Atkins.

And, eventually, inexorably, it will be time to present.  

“It was actually very enjoyable” said Iwanski. “It was more of a celebration of years of work put into this project—not only by me but by my mentor, colleagues, lab members and collaborators! I felt very supported by all my committee members and, rather than it being a rapid fire of questions, it was more of a scientific discussion amongst colleagues who are passionate about heart disease and muscle biology.”

“I was anxious right when I logged on to the Zoom call for it,” said Dr. Labiner, “but I was blown away by the number of family and friends that showed up to support me. I had invited a lot of people who I didn’t at all think would come, but every single person I invited was there! Having about 40 guests – many of them joining from different states and several from different countries! – made me feel so loved and celebrated that my nerves were steadied very quickly. It also helped me go into ‘teaching mode’ about my work, so it felt like getting to lead a seminar on my most favorite literature.”

“In reality, my dissertation defense was similar to presenting at an academic conference,” said Dr. Atkins. “I went over my research in a practiced and organized way, and I fielded questions from the audience.

“It was a celebration and an important benchmark for me,” said Dr. Trejo. “It was a pretty happy day. Like the punctuation at the end of your sentence: this sentence is done; this journey is done. You can start the next sentence.”

If you want to learn more about dissertations in your own discipline, don’t hesitate to reach out to graduates from your program and ask them about their experiences. If you’d like to avail yourself of some of the resources that helped students in this article while they wrote and defended their dissertations, check out these links:

The Graduate Writing Lab

https://thinktank.arizona.edu/writing-center/graduate-writing-lab

The Writing Skills Improvement Program

https://wsip.arizona.edu

Campus Health Counseling and Psych Services

https://caps.arizona.edu

https://www.scribbr.com/

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How to Write a Nursing Dissertation – Tips & Examples

Published by Alvin Nicolas at November 24th, 2022 , Revised On February 1, 2024

Nurses are primarily seen as someone who care for and ensures the best treatment and support for the patients. So it is no surprise that many nursing students struggle to write a flawless nursing dissertation and fail to achieve their desired grade.

If you are a nursing student learning to write a nursing dissertation, you have landed on the right page.

Writing a nursing dissertation can be laborious if one is not adequately prepared. The nursing profession focuses on providing health care services and doesn’t involve a lot of research and writing.

As a result, writing a solid dissertation for nursing students can often become challenging. This article teaches nursing students how to produce an exceptional nursing dissertation.

Students must complete their nursing dissertations before the deadline provided by their department and to a high academic quality standard. When writing a nursing dissertation, you must ensure that whatever you write is precise, clear, and intelligible.

A strong nursing dissertation is a way to showcase your research and writing skills. You may find these skills useful at some point in your professional career. A logical methodology is necessary for writing an excellent nursing dissertation.

Without further ado, let’s look at the most critical steps of writing a nursing dissertation.

When you Need to Write a Nursing Dissertation

You will need to produce a proposal and a dissertation if you are a nursing student pursuing an undergraduate, Master or a PhD programme. Undergraduate students must complete and submit the dissertation project in their final year. On the other hand, Master’s and PhD students must successfully complete and defend their dissertation research to be awarded the degrees. For nursing students, completing a dissertation of high quality is of utmost importance. Be mindful of the following when starting to write your thesis paper.

• You will need to be adept at combining data from many sources.
• You should demonstrate the ability to blend analysis with description.
• You must discuss theoretical ideas and concepts in detail.

13 Steps to Write a Nursing Dissertation

Step 1: begin your dissertation with topic selection.

The first step of the process is selecting a suitable nursing dissertation topic . Make sure you don’t rush this process because the idea you are investigating is the foundation for your dissertation. It must be something you are interested in, relevant to the discipline you chose to study and going to add value to the existing literature.

Step 2: Introduction

You acquaint your readers with the nursing dissertation topic in the introduction chapter. Here, you provide the rationale and history, set up the hypothesis or research questions, and present the background information and fundamental concepts relating to your thesis topic. A strong introduction can enable you to achieve a high score. Use a consistent format and ensure clarity and coherence because the introduction is the first line of the nursing dissertation.

Step 3: Obtaining and Combining Proof from Reliable Sources

Every dissertation, particularly a nursing dissertation, requires supporting data from peer-reviewed journals like “Advances in Neonatal Nursing,” “Clinical Nurse Specialist,” and similar journals. Aside from books and newspapers, aim to use journal articles by reputable authors and academics. You must make sure, among other things, that the evidence you use for your Master’s nursing dissertation is reliable.

Step 4: Critically Evaluate the Evidence

Without thoroughly evaluating the evidence, you will not be able to develop a first-class dissertation that other academicians can rely on. Giving your supervisor a glimpse of the evidence using the spectacle of critical appraisal tools is a great technique to show them the extensive study you conducted for your dissertation.

Step 5: Review of Literature

Here’s where you perform a comprehensive review of the existing literature. This chapter discusses fundamental theories surrounding your research topic and concludes with the outcomes of this secondary data review. Write this section while maintaining objectivity, and only include what you read.

Step 6: Outlining the Significance of the Dissertation

Finding a pertinent passage from previously published works is the next stage in determining the topic’s applicability in the present day.

For instance, if you are writing a dissertation on evidence-based nursing practice, you can access a variety of papers on the subject that have been produced by numerous nursing academics from all over the world. You could strengthen your work by doing this.

Step 7: Employing Clinical Standards for Audit and Inspection

Regardless of the research area you are exploring, mentioning relevant nursing policies and frameworks is crucial. Others will only use your work as a resource and future reference material if you have employed clinical standards, audit, and inspection guidelines.

Step 9: Choose the Methodology

A nursing dissertation isn’t done until you have developed a coherent and tangible nursing research methodology . Depending on your research topic, you could choose qualitative, quantitative, or a mix of both. Typical nursing dissertations involve a lot of data and analysis, and you may probably have to use some statistical analysis tool as part of the methodology.

Step 9: Results

Always reflect the actual outcomes. Write down anything unusual you notice while exercising the research.

The results chapter is where you present the findings of your study. The results and methodology chapter are often regarded as the most critical components of the dissertation paper. If you are basing your dissertation on quantitative research, consider including graphs and tables to provide evidence for your claims. You can, however, seek outside nursing assistance if you feel that writing the complete thesis paper would be too stressful for you.

Step 10: Recommendations

Presenting recommendations based on your experience is the last step in a nursing master’s dissertation. These serve as potential fixes for the shortcomings in the current study that can be applied in the future.

Step 11: Appropriate Format and List of References

You will lose important marks if your dissertation’s bibliography and references are not in proper order. Make sure your paper uses the format and style as instructed in your dissertation handbook.

Step 12: Structure

Forging a persuasive structure is another nursing dissertation requirement. The dissertation will stay on topic with logical organisation and order building. The exact structure you must follow varies from one nursing programme to another. We recommend that you check with your supervisor or read the handbook in detail to determine the structure you must follow.

Step 14: Proofreading

Any writing task becomes tedious after a while, and students are more likely to make mistakes when working with more extensive academic papers such as a dissertation. Under any circumstance, proofreading is required. Due to the strain of work and satisfying academic obligations, some students make mistakes in their dissertations even after reading them repeatedly.

These errors are typically modest and don’t seem noticeable to everyone. The process of proofreading ensures that every step, from the introduction to the appendices section, has been appropriately arranged.

Proofreading makes the writing process much more organised and clutter-free. Proofreading makes up the remaining two-thirds of the fight after writing and can make you succeed.

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Closing Remarks!

As a future nurse, you are aware that you must submit a solid dissertation to receive your professional qualification. Certainly, submitting a high-calibre nursing paper improves your chances of graduating with honours.

You may have a lot of academic and extracurricular commitments, making it tough to focus on writing your research.

The good news is that you still have room to work on your research, even though you only have a little time left before the deadline. Following the simple but exceptional tips presented in this article, you can produce an excellent dissertation swiftly.

We hope that this comprehensive guide to writing your nursing dissertation has helped you comprehend the critical components of a nursing dissertation.

How to write a nursing dissertation?

Writing a nursing dissertation can be complicated for a few students, but by following the given steps, you will be able to write a good nursing dissertation.

• Start by choosing an intriguing topic.
• Write a catchy introduction. 
• Collect proof and citations from reliable sources
• Critically evaluate the gathered evidence 
• Perform literature review
• Outline the significance of your nursing dissertation 
•  Mention the relevant nursing policies and frameworks 
• Choose the right methodology 
• Reflect on the actual outcomes 
• Provide recommendations for the future. 
• Use the appropriate format and referencing style. 
• Review the structure of your nursing dissertation. 
• Make sure to proofread before sending. 

Where do I find the trending nursing dissertation topics?

If you are looking for trending nursing dissertation topics, you can check 100s of amazing and professional topics here . If you cannot find a topic that interests you in the list, you can place your order at Essays UK and get a Free nursing dissertation topic recommendation.

What is the difference between a nursing essay and a dissertation?

A nursing essay and a nursing dissertation are two different types of academic writing. They differ in many aspects, including:

• Length: A nursing essay is typically shorter than a dissertation. An essay may be several pages long, while a dissertation is usually several hundred pages.
• Depth of research: A dissertation requires original research and analysis of a particular topic, while an essay may be based on existing literature or research.
• Level of complexity: A dissertation is generally more complex and in-depth than an essay. It requires a higher level of critical thinking and analysis.
• Format: A dissertation typically follows a specific format, with chapters dedicated to the introduction, literature review, methodology, results, discussion, and conclusion. An essay may be more flexible in its format.
• Purpose: A dissertation is often required to obtain a doctoral degree, while an essay is typically an assignment for a nursing course.

You May Also Like

A supplementary data that aid in the comprehension of your study but is not crucial to your main point is called an appendix.

The list of abbreviations in a thesis or a dissertation is an alphabetical list of abbreviations for the key terms used. You may or may not need to create a list of abbreviations depending on your academic institute.

The proposal is valuable enough to warrant more time to perfect it. A clear, concise, and original idea must be developed to earn a decent grade and lay the groundwork for a strong dissertation.

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• Open access
• Published: 24 May 2024

The influence of socio-cognitive mindfulness, moral sensitivity and dementia communication behaviors on dementia nursing performance of nurses in long-term care hospitals: a cross-sectional study

• Hyun Ju Bong 1 &
• Mikyoung Lee 2  

BMC Nursing volume  23 , Article number:  351 ( 2024 ) Cite this article

148 Accesses

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By incorporating socio-cognitive mindfulness which has been under-examined in the nursing field, this study investigated the relationships between socio-cognitive mindfulness, moral sensitivity, dementia communication behaviors, and dementia nursing performance of nurses in long-term care hospitals. This study also examined the factors influencing nurses’ dementia nursing performance.

A cross-sectional study was conducted with 209 nurses from long-term care hospitals in Korea. Data were collected between August 1 and August 31, 2022. Participants completed the questionnaire assessing their socio-cognitive mindfulness, moral sensitivity, dementia communication behaviors, and dementia nursing performance. Pearson’s correlation and hierarchical multiple regression analysis were performed for data analysis.

Dementia nursing performance of the nurses in long-term care hospitals was positively related to their socio-cognitive mindfulness, moral sensitivity, and dementia communication behaviors. Furthermore, nurses’ dementia communication behaviors, moral sensitivity, and total clinical career, in that order, were found to be the factors influencing their dementia nursing performance.

The findings indicate that the higher socio-cognitive mindfulness, moral sensitivity, and dementia communication behaviors, the higher dementia nursing performance, and that higher dementia nursing performance is associated with better dementia communication behaviors, greater moral sensitivity, and more extensive clinical experiences. This study provides a foundation for developing effective interventions to enhance dementia nursing performance in the future. To improve dementia nursing performance of nurses in long-term care hospitals, it is necessary to improve dementia communication behaviors and moral sensitivity, and prepare multilateral countermeasures to maintain nurses’ clinical careers.

Peer Review reports

Introduction

Along with the aging population, the number of dementia patients has also increased rapidly in Korea. The number of dementia patients over 65 years old rose from 259,000 in 2010 to 935,000 in 2022 [ 1 ]. Specifically, while the elderly population has increased by 1.6 times, the number of dementia patients has increased by 3.6 times. Due to the rapid increase in the number of dementia patients and the increase in average life expectancy, numerous people with dementia live for a longer period of time compared to the past. Accordingly, the role and expertise of personnel who care for them is becoming more important.

Dementia patients lose their ability to carry out daily life on their own over time, increasing the burden on their family; thus, the care of dementia patients tends to move from home to long-term care hospitals [ 2 ]. In addition, dementia patients account for the largest proportion (44.3%) of all patients in long-term care hospitals [ 3 ]. Accordingly, there is a mounting demand for nurses in long-term care hospitals to perform professional and skilled nursing practices that can appropriately cope with dementia patients’ physical symptoms and behavioral and psychological problems.

Dementia nursing performance refers to the ability of nurses equipped with professional knowledge and expert nursing skills to quickly and accurately assess dementia patients [ 4 , 5 ], applying evidence-based nursing interventions and holistic and person-centered approaches [ 6 ]. Quality professional dementia nursing performance optimizes patients’ general health outcomes, in particular improving their physical and cognitive functions; this leads to an increased quality of life and well-being for dementia patients [ 7 ]. Therefore, nurses are in an important position to provide professional and high-quality nursing performance that can delay the progression of dementia while maintaining cognitive functions and residual abilities in dementia patients [ 8 ]. Dementia patients are not good at expressing themselves, and if their feelings or intentions are ignored or misinterpreted, their behavioral symptoms might increase, which could increase caregiver burden and cause exhaustion and depression [ 9 , 10 ]. These negative emotions can lead to passive attitudes towards nursing dementia patients [ 11 ] and ultimately deteriorate the quality of dementia nursing performance [ 12 , 13 ]. Therefore, it is necessary for nurses to treat dementia patients with positive emotions and attitudes by effectively regulating their own emotions [ 14 ].

One effective strategy for emotion regulation is mindfulness, which focuses on current experience and accepts the situation as it is [ 15 ]. Mindfulness is classified into meditative mindfulness [ 15 ], which is widely researched in nursing [ 16 , 17 , 18 , 19 , 20 ] and socio-cognitive mindfulness [ 21 ], which has received little attention in the nursing field. While meditative mindfulness focuses on the present moment without judgment through meditation, socio-cognitive mindfulness emphasizes flexible interactions with the surroundings by enhancing an individual’s openness to external stimuli [ 22 , 23 ]. By focusing attention on the current situation through various perspectives [ 24 , 25 ], socio-cognitive mindfulness can reduce negative emotions, such as stress and emotional exhaustion, while enhancing positive emotions, such as the sense of accomplishment and job satisfaction [ 26 , 27 ]. In addition, interventions based on socio-cognitive mindfulness can be employed in the short term without meditation training [ 28 ]. Given that socio-cognitive mindfulness was useful for improving both cognitive and affective empathy [ 29 ], we believe that socio-cognitive mindfulness is highly applicable to busy nursing practice settings. Therefore, we applied socio-cognitive mindfulness in this study. The expectation was that socio-cognitive mindfulness would help nurses possess flexible and open attitudes towards nursing dementia patients, thereby reducing their psychological burden and negative emotions; this would ultimately promote effective dementia nursing performance [ 30 ].

Moral sensitivity is the ability to recognize and discover conflicts by sensitively identifying problematic situations surrounding patients, and it is a prerequisite for nurses to make ethical decisions [ 31 , 32 ]. High moral sensitivity helps nurses make responsible decisions in ethical situations that require moral judgment and enables ethical nursing practice [ 33 ]. Dementia patients may show psycho-behavioral symptoms such as aggression, care resistance, hallucinations, delusions, or swearing [ 34 ]. Thus, most facilities and institutions implement physical restraints or psycho-pharmacological therapies for safety and accident prevention [ 35 ]. Such situations in which patients’ autonomy is limited cause nurses to face various ethical issues and conflict situations [ 35 ]. In these situations, nurses should promote moral sensitivity to resolve conflicts with confident ethical decision-making and conduct optimal nursing performance [ 36 , 37 ].

Dementia communication behaviors refers to nurses’ ability to discard prejudice against dementia patients, understand patients’ degree of disability and needs, and communicate with patients according to their level [ 38 ]. Dementia patients suffer from psychological atrophy and emotional isolation as their ability to express themselves declines due to deterioration in cognitive functions and language abilities [ 39 ]. In addition, due to communication disorders, behavioral and psychological problem behaviors, such as wandering, anxiety, and aggression, become more severe [ 40 ], causing various problems for themselves and caregivers [ 41 ]. Therefore, nurses’ effective communication behaviors that regulate their emotions, respect dementia patients, and empathize with them play a very important role in dealing with dementia patients [ 38 ]. Desirable communication behaviors with dementia patients allow nurses to establish a relationship of mutual trust and provide quality nursing, which can ultimately result in improving patients’ health [ 42 , 43 ].

Previous research on dementia nursing performance has mainly involved dementia knowledge and attitudes [ 44 ], behavioral and psychological symptoms [ 4 , 13 , 45 ], and empathy [ 45 ]. As related factors of dementia nursing performance, the present study considered moral sensitivity, dementia communication behaviors, and socio-cognitive mindfulness which has not yet been adequately studied in the nursing field. In particular, this study aimed to investigate the relationships between socio-cognitive mindfulness, moral sensitivity, dementia communication behaviors, and dementia nursing performance of nurses in long-term care hospitals. This study also examined the factors influencing nurses’ dementia nursing performance. Given the limited empirical evidence on the relationships between these constructs, specific hypotheses regarding these relationships were not proposed. Rather, the present study primarily adopted an exploratory approach to examine these relationships. This exploratory study would enrich the existing literature by uncovering potential correlations among these variables, establishing a foundation for future research in this area. This research will provide basic data for seeking strategies to perform effective dementia nursing and developing educational programs to improve the quality of nursing for dementia patients.

Research design

This study employed a cross-sectional design to examine the relationships between the main variables as well as factors influencing nurses’ dementia nursing performance in long-term care hospitals. The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklist for cross-sectional studies [ 46 ] was used as a reporting guideline.

Participants and procedure

The participants in this study were 209 nurses from ten long-term care hospitals located in G metropolitan city in South Korea. They had experience in nursing dementia patients, understood the research purpose, and voluntarily agreed to participate in the study. Nurses who had less than 3 months of clinical experience were excluded. The G*power 3.1.9 software program (University of Düsseldorf, Düsseldorf, Germany) was used to calculate the sample size. The minimum sample size was 178 based on an α probability of 0.05, an effect size of 0.15, a power of 0.95, and 11 predictors in multiple regression. Considering a drop rate of 20%, 220 questionnaires were distributed and 218 were collected. Of these, 209 were used for the analysis, excluding nine with insincere responses.

Data were collected between August 1 and August 31, 2022. The first author visited the nursing departments in the ten long-term care hospitals which were conveniently selected in the metropolitan city. She received their approval of study participation after explaining the research purpose and procedure. The questionnaire was distributed to the nurses in these ten hospitals who voluntarily consented to participate in the study. It took approximately 15 min to complete the questionnaire. The participants each turned in their completed questionnaire in a sealed envelope to their nursing department. The first author later received these questionnaires from the departments.

Ethical consideration

This study was conducted after acquiring approval from the Institutional Review Board at K University in Korea (1041465-202207-HR-001-24). The participants were informed of the research purpose, participation period, procedure, and personal information security. They were also assured that their data would be kept anonymous and confidential and used solely for the research. They had the right to withdraw from the study at any time, if they wished. A small gift was provided to the participants after they completed the questionnaire.

To measure participants’ socio-cognitive mindfulness, the Korean validated Langer Mindfulness Scale (LMS) by Kim [ 25 ] was used. The LMS, originally developed by Bodner and Langer [ 47 ], consists of four dimensions with 21 items. The four dimensions include novelty seeking with six items, novelty producing with six items, flexibility with four items, and engagement with five items. The participants were asked to rate their level of agreement with each item on a 5-point Likert scale ranging from 1 ( strongly disagree ) to 5 ( strongly agree ). The scores ranged from 21 to 105, with higher scores indicating a greater degree of socio-cognitive mindfulness. Cronbach’s alpha for the original scale was 0.85 [ 48 ], 0.90 for the Korean LMS [ 25 ], and 0.90 in the present study.

Moral sensitivity was measured using the Korean validated Moral Sensitivity Questionnaire (MSQ) by Han et al. [ 48 ], which was originally developed by Lützén et al. [ 49 ]. This scale consists of five subscales with 27 items: professional responsibility (seven items), patient-centered care (five items), benevolence (five items), moral conflict (five items), and moral meaning (five items). The participants answered the items on a 7-point Likert scale ranging from 1 ( strongly disagree ) to 7 ( strongly agree ). The scores ranged from 27 to 189; the higher the score, the higher the level of moral sensitivity. Cronbach’s alpha for the original MSQ was 0.78 [ 49 ], 0.76 for the Korean MSQ [ 48 ], and 0.85 in the present study.

To assess dementia communication behaviors, the Communication Behavior Scale of nurses caring for people with Dementia (CBS-D) developed by Lee and Kang [ 50 ] was utilized. This scale is composed of four subscales with 18 items: discourse response management (five items), interpersonal control (three items), emotional expression (six items), and interpretability (four items). The items were rated on a 5-point Likert scale ranging from 1 ( never ) to 5 ( always ). The scores ranged from 18 to 90, with higher scores indicating a greater level of dementia communication behaviors. Cronbach’s alpha for the original CBS-D was 0.88 [ 50 ] and 0.90 in the present study.

Dementia nursing performance was measured using a scale initially developed by Hwang and Jang [ 51 ], which was subsequently modified and content validated for nurses in long-term care hospitals by Park [ 52 ]. Park’s [ 52 ] adaptation and validation processes ensured the scale’s suitability and effectiveness within the context of long-term care facilities. This scale includes four dimensions: communication (five items), safety management (six items), health promotion (seven items), and daily life function (three items). Each item was answered on a 4-point Likert scale ranging from 1 ( never ) to 4 ( always ). The scores ranged from 21 to 84; the higher the score, the higher the degree of dementia nursing performance. Cronbach’s alpha for the original scale was 0.83 [ 51 ], 0.90 for the modified version [ 52 ], and 0.92 in the present study.

In addition, participants’ demographic information was collected using a self-report questionnaire that included gender, age, education level, religion, total clinical career, work experience in long-term care hospitals, position, work pattern, and dementia education experience.

Data analyses

Data were analyzed using the SPSS 26.0 program (IBM Corporation, Armonk, NY, USA). The general characteristics of the participants and the main study variables (i.e., socio-cognitive mindfulness, moral sensitivity, dementia communication behaviors, and dementia nursing performance) were analyzed with frequency, percentage, mean, and standard deviation. The differences in dementia nursing performance according to the participants’ characteristics were analyzed with the t -test and one-way analysis of variance. Scheffé’s test was conducted to identify differences between the groups. Correlations between the main variables were analyzed with Pearson’s correlation coefficient. Finally, hierarchical multiple regression analysis was performed to identify the factors influencing dementia nursing performance.

Participants’ characteristics and differences in dementia nursing performance

Table  1 displays the general characteristics of the participants and differences in their dementia nursing performance. The participants were 209 nurses in long-term care hospitals, consisting of 96.2% females and 3.8% males. About 70% of them were over 40 years old, and 55.0% had a bachelor’s degree. Regarding the total clinical career, the average years of clinical experiences was 11.2 years (± 8.76), with the highest (35.4%) being in the range of 10–20 years. The average work experience in long-term care hospitals was 5.5 years (± 4.75), with the highest (26.3%) being in the range of 1–3 years. Most participants were staff nurses (77.5%), and 51.2% were working shift-based. In addition, 78.9% had received dementia education. There was a significant difference in dementia nursing performance in terms of age (F = 6.156, p <  .001), total clinical career (F = 4.295, p  = .007), and dementia education experience ( t  = 3.158, p  = .002).

Mean levels of variables

The means and standard deviations are presented in Table  2 . The mean levels of all variables were above the midpoints of their respective scales. The mean levels of socio-cognitive mindfulness, moral sensitivity, dementia communication behaviors, and dementia nursing performance were 3.53 (± 0.50), 4.91 (± 0.53), 3.86 (± 0.45). and 3.12 (± 0.34), respectively.

Relationships between socio-cognitive mindfulness, moral sensitivity, dementia communication behaviors, and dementia nursing performance

Correlations between the study variables are shown in Table  2 . The participants’ dementia nursing performance was positively related to socio-cognitive mindfulness ( r  = .498, p <  .001), moral sensitivity ( r  = .505, p <  .001), and dementia communication behaviors ( r  = .714, p <  .001). Socio-cognitive mindfulness was positively related to moral sensitivity ( r  = .424, p <  .001) and dementia communication behaviors ( r  = .667, p <  .001). Additionally, moral sensitivity was positively related to dementia communication behaviors ( r  = .551, p <  .001).

Factors influencing dementia nursing performance

Hierarchical multiple regression analysis was performed to identify the factors influencing dementia nursing performance. Table  3 presents the results of that regression analysis. Prior to hierarchical regression analysis, the basic assumptions of autocorrelation and multicollinearity between the independent variables were checked. The Durbin-Watson coefficient was 1.82, indicating the absence of autocorrelation. The tolerance limit ranged from 0.45 to 0.95, and the variance inflation factor ranged from 1.05 to 2.23. The correlations between the independent variables were less than 0.80. Therefore, multicollinearity was not an issue in the data [ 53 ].

Hierarchical multiple regression analysis was conducted in four steps. In Model 1, age, total clinical career, and dementia education experience, which showed a significant difference in dementia nursing performance among the general characteristics, were entered as dummy variables. All factors of age (β = –0.193, p  = .006), total clinical career (β = 0.172, p  = .012), and dementia education experience (β = 0.154, p  = .022) influenced dementia nursing performance, accounting for 11.6% of the variance (F = 10.096, p <  .001).

In Model 2, socio-cognitive mindfulness was added to Model 1, controlling for age, total clinical career, and dementia education experience. The factors influencing dementia nursing performance were total clinical career (β = 0.152, p  = .014) and socio-cognitive mindfulness (β = 0.435, p <  .001). The variance explained by Model 2 was 28.5% of dementia nursing performance (F = 21.680, p <  .001).

In Model 3, moral sensitivity was added to Model 2, controlling for age, total clinical career, dementia education experience, and socio-cognitive mindfulness. Total clinical career (β = 0.147, p  = .011), socio-cognitive mindfulness (β = 0.315, p <  .001), and moral sensitivity (β = 0.333, p <  .001) significantly influenced dementia nursing performance. This model showed 37.0% of the variance (F = 25.450, p <  .001).

In the final Model 4, the factor of dementia communication behaviors was added to Model 3. The result showed that total clinical career (β = 0.124, p  = .014), moral sensitivity (β = 0.154, p =  .009), and dementia communication behaviors (β = 0.593, p <  .001) positively influenced dementia nursing performance. The variance explained by Model 4 was 52.9% of dementia nursing performance (F = 39.970, p <  .001).

The present study examined the relationships between socio-cognitive mindfulness, moral sensitivity, dementia communication behaviors, and dementia nursing performance among nurses in long-term care hospitals. In particular, this study investigated the factors influencing nurses’ dementia nursing performance. Due to few prior studies utilizing the same variables, the investigation of these relationships in the present study was more likely exploratory in nature. Nevertheless, it remained feasible to discuss the results by referring to studies that have explored similar variables. This study found that all variables of socio-cognitive mindfulness, moral sensitivity, dementia communication behaviors, and dementia nursing performance were positively related to each other. Furthermore, nurses’ dementia communication behaviors, moral sensitivity, and total clinical career were found to be the factors influencing their dementia nursing performance.

First of all, nurses’ dementia nursing performance in long-term care hospitals was positively related to their socio-cognitive mindfulness, moral sensitivity, and dementia communication behaviors. This finding indicates that the higher the level of socio-cognitive mindfulness, moral sensitivity, and dementia communication behaviors, the higher the level of dementia nursing performance. While no studies have examined the same variables as those examined in this study, it is possible to discuss our finding in relation to studies that have investigated similar variables. For example, nurses’ socio-cognitive mindfulness has been found to promote effective emotional regulation and positively correlates with empathy [ 54 ]. Socio-cognitive mindfulness might have reduced nurses’ psychological burden and stress resulting from dementia patients’ challenging behaviors by helping to effectively regulate emotions in our participants. This might have positively influenced their dementia nursing performance, as reflected in the present study. In addition, given that empathy towards patients is essential in dementia nursing performance [ 52 ], the finding that socio-cognitive mindfulness can enhance empathy [ 54 ] highlights its relevance for our study.

Earlier research suggests that moral sensitivity is positively associated with elderly nursing practice, elderly nursing attitudes [ 55 , 56 ], and person-centered care [ 57 ]. These results support the finding of the present study regarding the positive correlation between moral sensitivity and dementia nursing performance among nurses in long-term care hospitals. Since most dementia patients are elderly, dementia nursing should be performed within the framework of elderly nursing. In addition, caregivers may tend to regard dementia patients only as service objects and objectify them, regarding dementia patients as not knowing anything because of their cognitive impairment [ 58 ]. Thus, nurses should provide dementia nursing with person-centered care and attitudes; to this end, nurses are required to possess moral sensitivity.

On the one hand, communication skills were positively related to elderly nursing practice [ 59 ], caring behaviors [ 60 ], and person-centered nursing [ 61 ]. In particular, dementia communication behaviors showed a positive correlation with nurses’ empathy [ 50 ] and empathy satisfaction [ 62 ]. These findings suggest that nurses’ communication skills are important for providing person-centered nursing to elderly patients and that when nurses have high empathy skills, they can communicate better with dementia patients. This will improve nurses’ empathy satisfaction and ultimately lead to better-quality dementia nursing performance.

According to the four-step hierarchical multiple regression analysis, dementia communication behaviors, moral sensitivity, and total clinical career positively influenced dementia nursing performance, in that order. This suggests that a higher level of dementia nursing performance is associated with better dementia communication behaviors, greater moral sensitivity, and more extensive clinical experience.

The finding that dementia communication behaviors was the strongest predictor of dementia nursing performance could be explained by previous studies, revealing that communication skills positively influenced elderly nursing practice [ 59 ], person-centered nursing performance [ 61 ], and caring behaviors [ 60 ]. Although these studies did not examine the same variables as this study, elderly nursing practice, person-centered nursing performance, and caring behaviors [ 60 ] include considerable aspects needed for dementia nursing performance, and they are influenced by nurses’ communication skills. Moreover, a previous study found that dementia communication behaviors had a positive effect on nurses’ empathy satisfaction [ 62 ]; based on this finding, we could presume that successful communication with dementia patients can promote nurses’ empathy satisfaction, which can potentially enhance dementia nursing performance.

The second factor that influenced dementia nursing performance was moral sensitivity. This result is in line with recent studies, showing that moral sensitivity was positively associated with elderly nursing practice and elderly nursing attitudes [ 55 , 56 ]. In fact, the questionnaire items to measure dementia nursing performance, elderly nursing practice, and elderly nursing attitudes are similar to some degree. When caring for elderly patients, especially dementia patients with physical and mental weakness, nurses should perform nursing practice with a sense of a morality [ 55 ]. As such, it is important for nurses to recognize that moral sensitivity must precede moral dementia nursing performance.

The third factor influencing dementia nursing performance was the total clinical career of nurses, and those over 20 years of experience showed higher dementia nursing performance. This result can be supported by previous findings that the lack of experience in caring for dementia patients increased the burden of dementia behavioral and psychological symptoms [ 9 , 10 ], and that the greater the amount of clinical experience, the higher the efficiency and proficiency in performing nursing tasks [ 63 ]. When providing dementia nursing performance, nurses need to quickly and accurately understand the problems of dementia patients, and they are required to possess professional knowledge and skilled techniques; these can be acquired through a variety of clinical case experiences [ 8 ]. As nurses gain more clinical experience, they accumulate lessons and reflections from trial-and-error experiences and successes they experienced during nursing performance [ 45 ], resulting in better dementia nursing performance for the nurses in this study as well.

Meanwhile, in Model 2 and Model 3 of the hierarchical regression analysis, socio-cognitive mindfulness had a positive effect on dementia nursing performance, and the variance explained by these two models was 28.5% and 37.0%, respectively. As such, it is difficult to rule out a positive relationship between socio-cognitive mindfulness and dementia nursing performance, although socio-cognitive mindfulness was not an influencing factor in Model 4. Nurses experience negative emotions such as burden, stress, burnout, and depression due to the psycho-behavioral symptoms of dementia patients, which negatively affect dementia nursing performance [ 4 , 13 , 30 ]. In unfavorable situations, socio-cognitive mindfulness, which might lead to effective emotional regulation and psychological well-being through simple cognitive interventions (e.g., recognizing and writing down one’s emotions or feelings for about one minute every day) [ 22 ], would help nurses perform high-quality nursing by managing their emotions and enhancing their empathy [ 54 ]. Therefore, it is worthwhile to apply socio-cognitive mindfulness to improve dementia nursing performance.

Regarding the insignificant effect of socio-cognitive mindfulness on dementia nursing performance in Model 4, it is difficult to provide a thorough discussion here due to little research on socio-cognitive mindfulness in the nursing literature. One possible reason could be that the significant influence of socio-cognitive mindfulness on dementia nursing performance might have been offset, which could have been a statistical artifact due to the significant correlations between the variables. Future studies might investigate this aspect in more detail.

Furthermore, the present study confirmed that dementia education experience did not influence dementia nursing performance. Previous studies have reported mixed results regarding the relationship between dementia education experience and dementia nursing performance. Our result was consistent with Baek’s [ 13 ] finding but inconsistent with other studies [ 4 , 44 , 52 ]. Given that nurses with dementia education experience showed higher dementia nursing performance than those without dementia education experience in our study, and that nurses’ attitudes towards dementia patients and nursing performance both improved after receiving dementia education [ 64 ], the importance of dementia education is unquestionable. Nonetheless, the dementia education curriculum in Korea is problematic because courses take place sporadically, and the contents are not systematic, compared to the systematic operation of the dementia education curriculum in the UK or Japan [ 65 ]. It is necessary to develop and complement dementia education programs that can be applied directly in practice. For example, integrated dementia education, such as case-based education, role play, and case discussion, will be more helpful than limited theory-oriented education [ 66 ].

There are some limitations to be considered when interpreting our findings. First, owing to the nature of the cross-sectional design, our findings on the relationships between the variables should be cautiously interpreted. To obtain a more comprehensive understanding, future research could incorporate individual in-depth interviews or narratives as well as a longitudinal study. Second, the use of a self-reported questionnaire in our study might have introduced bias, as participants, particularly nurses, might have provided socially desirable answers related to mindfulness, moral sensitivity, dementia communication behaviors, and dementia nursing performance. Future research should incorporate complementary methods, such as observational assessments or interviews, to offer a more comprehensive understanding of dementia care in long-term care hospitals. Third, the use of the dementia nursing performance scale, developed and validated within the Korean context, may have constraints regarding its generalizability beyond this population. Although the scale has exhibited reliability within Korean studies, its applicability in international contexts may be questioned due to the lack of validation across diverse cultural backgrounds. Future research could focus on conducting validation studies in various international settings, adapting the scale to different cultural contexts and assessing its psychometric properties to ensure its validity and reliability across diverse populations. Fourth, this study was conducted with nurses in long-term care hospitals in one city in Korea using convenience sampling. Thus, the results may not be generalizable to the broader population of nurses. Repetitive studies with diverse samples from different locations are necessary to gain a better understanding of the relationships between the variables. Finally, there may be other potential factors influencing dementia nursing performance that were not considered in our study. For example, nurses’ stress, due to patients’ severity of dementia or a low ratio of staff compared to the number of patients, could adversely affect dementia nursing performance. Therefore, further investigation is also required in this area.

Conclusions

By incorporating socio-cognitive mindfulness which has been under-examined in the nursing field, this study explored how socio-cognitive mindfulness, moral sensitivity, and dementia communication behaviors are associated with dementia nursing performance among nurses in long-term care hospitals. This study also identified the factors affecting nurses’ dementia nursing performance. This is the first study verifying the influence of socio-cognitive mindfulness, moral sensitivity, and dementia communication behaviors in relation to dementia nursing performance. We confirmed significant associations between the variables as well as influencing factors of dementia communication behaviors, moral sensitivity, and total clinical career on nurses’ dementia nursing performance. This finding is meaningful in that it provides basic data to serve as a foundation for developing effective interventions to enhance dementia nursing performance in the future.

Nursing for dementia patients is a protracted process that requires a massive amount of time and effort. For dementia patients to maintain optimal health and live a humane life, it is necessary to improve the level of dementia nursing performance of nurses. Thus, nurses should approach dementia patients with constant efforts and interest in improving their dementia nursing performance. Based on the present study, it is necessary to improve dementia communication behaviors and moral sensitivity to improve dementia nursing performance of nurses in long-term care hospitals. Furthermore, it is crucial to prepare multilateral countermeasures, such as practical educational strategies and long-term working environments to maintain nurses’ clinical careers. To this end, collaborative efforts are necessary not only from nurses and nursing leaders in the nursing field but also from institutional authorities to provide comprehensive support.

Data availability

The data presented in this study are available upon request from the corresponding author.

Abbreviations

Langer Mindfulness Scale

Moral Sensitivity Questionnaire

Communication Behavior Scale of nurses caring for people with Dementia

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The authors would like to express their gratitude to all participating nurses in long-term care hospitals.

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HJB contributed to conceptualization of the study, methodology, data collection, data analysis, data interpretation and validation, original draft preparation, and the original draft revision and edit. ML contributed to conceptualization of the study, methodology, data interpretation and validation, and the original draft revision and edit. All authors have read and agreed to the final version of the manuscript.

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Bong, H.J., Lee, M. The influence of socio-cognitive mindfulness, moral sensitivity and dementia communication behaviors on dementia nursing performance of nurses in long-term care hospitals: a cross-sectional study. BMC Nurs 23 , 351 (2024). https://doi.org/10.1186/s12912-024-02013-9

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Nursing Home Statistics: What to Know in 2024

Learn about what nursing homes are, who lives in them and how much they cost.

This article is based on reporting that features expert sources.

Nursing Home Statistics

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When it comes time for families to consider placing a loved one in a nursing home or assisted living facility, there are a lot of factors to consider. Where is it located? Who is in charge? What sorts of activities does the nursing home offer?

You'll need to investigate these types of questions to find the right fit for your loved one.

Our guide can walk you through what nursing homes are, why we need them, who lives in them and how much they cost.

What Is a Nursing Home?

In general, nursing homes are long-term care facilities that provide a wide range of services and care. More specifically, these facilities are often divided into two categories: nursing homes and skilled nursing facilities .

• Nursing homes. Nursing homes provide assistance with one or more activities of daily living , such as eating, preparing meals, bathing, dressing, going to the toilet and managing medications.
• Skilled nursing facilities. These facilities, on the other hand, provide specialized services, such as physical or occupational therapy, and care from licensed professionals.

The two terms are often used interchangeably or under the umbrella of "nursing home," even though they offer slightly different services.

These facilities also play a critical role in ensuring care is available to those who need it – and many Americans do.

“More than 1.4 million people live in over 15,500 Medicare- and Medicaid-certified nursing homes across the nation,” says Dr. Michael Tehrani, a geriatric physician and founder and CEO of MedWell Medical in Long Beach, California.

In addition, the Centers for Disease Control and Prevention reports that, in 2020, there were 1.6 million beds in licensed nursing homes in the United States.

Who Lives in Nursing Homes?

It's a common misconception that nursing homes and skilled nursing facilities care only for the elderly.

In its May 2022 report , the National Center for Health Statistics noted that the majority of long-term care service users were age 65 or older, with 83.1% of nursing home residents being in that older age bracket. That means 16.9% of residents were younger than age 65 – a sizable minority.

Those younger residents (and some of the older residents) may not be planning to stay in a facility for the duration of their lives; rather, they may need rehabilitative care after a surgical procedure or injury. Some younger people with certain disabilities that require constant care, such as severe developmental disabilities, may also live in a skilled nursing facility.

This means that inside every facility, some patients can be quite sick, while others may need less intensive care, says Dr. Tanya Gure, section chief of geriatrics at the Ohio State University Wexner Medical Center in Columbus. Some patients may be nearing the end of their lives, and others may be residing there temporarily after a hospital stay to recuperate before going home.

These differences in nursing home populations and their myriad needs aren't always discussed.

"There is some misperception about nursing homes," Gure says. "Some of it is based on an antiquated image. I just want to emphasize that these facilities serve a huge variety of patients and can be a critically important resource."

Let's take a closer look at the breakdown in residents and their care needs.

Medical conditions

Residents in nursing homes typically have at least one chronic condition for which they need some ongoing medical care. According to the NCHS report, arthritis affected 27.6% of nursing home residents, and heart disease affected 20.1%. About 34% of residents had diabetes , and 76.9% had hypertension. Depression was also common, with 48.8% of nursing home residents having this diagnosis.

While some people may assume that nursing home residents all have cognitive difficulties, such as Alzheimer's disease or other forms of dementia, that's not the case. Just less than half – 49.1% – of nursing home residents had a diagnosis of Alzheimer’s disease or another form of dementia , the NCHS reports. The prevalence of Alzheimer’s disease or dementia , however, was higher in long-stay residents (57.6%) versus short-stay residents (35.8%).

Nursing home residents' cognitive impairments require appropriate resources and care, which is why some people move into a nursing home . Safety can also be a big factor for seniors aging in place at home , and that may mean it's time to move from home care to a nursing home.

Likewise, some residents have also experienced falls or other injuries that have necessitated more intensive care. The NCHS reports that some 19% of long-term nursing home residents had experienced a fall.

A 2018 study that looked at population data from the National Vital Statistics System, the Web-based Injury Statistics Query and Reporting System, and the Medicare Current Beneficiaries Survey estimated that nonfatal falls led to about $50 billion in total medical costs.

Gender and ethnicity

More women reside in nursing homes than men. Roughly 59% of short-stay residents and 66.6% of long-stay residents were women, the NCHS reports. Additionally, the report notes, non-Hispanic white people accounted for 73.9% of nursing home residents.

"The racial/ethnic mix depends on the community," Gure explains. "More urban areas have a more racial and ethnic mix."

Gure says that variation in nursing home residents' ethnic backgrounds is, in part, related to cultural differences and a lack of providers who speak the language or can cook the cuisine. Some cultures also place a big emphasis on families caring for their elders at home.

"That's been changing over the years, and now more different types of patients are moving into nursing homes," Gure adds.

How Long Is the Average Stay in a Nursing Home?

Because of the wide variability of care needs across such a diverse population, it can be difficult to determine how long you’ll need care in a nursing home. However, the Administration on Aging reports that women on average need long-term care services and support for 3.7 years, while men average 2.2. years. About 20% of people age 65 will need long-term care support for longer than five years, the AOA notes. Approximately one-third of people the same age won't need support at all.

Those figures include all kinds of long-term care, including assisted living communities . For nursing homes specifically, the average stay is one year, and about 35% of people use that type of care, according to the AOA.

Because aging in America can be a socially isolating experience, Gure routinely talks with her patients about their plans for the future, especially if they're about to undergo an elective surgical procedure or foresee that they might need extra short-term care at some point.

"This is a resource they can utilize so that when they go back home, they are more capable of facing what they find there," she says.

Costs and Paying for a Nursing Home

Another popular misconception is that Medicare , the federal health insurance program for people ages 65 and older, pays for residency in a long-term care facility . In fact, Medicare only pays for the first 100 days in a nursing home or skilled nursing facility, and only if certain criteria are met, according to experts. For instance, the patient must have been hospitalized for at least three consecutive days before transferring to the nursing home.

“Medicare will pay for the first 20 days of care in a skilled nursing facility at 100% coverage," notes Diane J. Omdahl, Wisconsin-based president and co-founder of the Medicare consulting firm 65 Incorporated.

For days 21 to 100, there is a daily copayment, which in 2024 is $204 per day. When you get to day 101, Medicare coverage ends and other forms of payment need to be in place. The coverage rules for Medicare Advantage plans are different, so check your specific coverage plan for details.

Because Medicare doesn’t pay for long-term care, people who need nursing home care must pay privately. Finding a way to pay for long-term care  can be a big problem for many people, especially given the high costs associated with such care.

According to Genworth Financial’s 2023 Cost of Care survey (the most recent data available), the median cost of skilled nursing in a private room at a nursing home will set you back $116,800 per year, versus just over $104,000 for a semi-private room. But prices can vary a lot depending on where in the country the community is located and which services a senior is using.

For example, Genworth reports that Alaska, Connecticut and Hawaii have high daily costs for private nursing homes at $1,137, $545 and $401 per day, respectively. In Alaska, that adds up to a whopping $415,005 per year.

At the other end of the spectrum, Missouri, Oklahoma and Louisiana are among the least expensive areas, with per-day private room costs of $215, $225 and $246, respectively. The annual total is between $78,475 and $89,790 per year in those states.

Long-term care insurance policies may be another option to pay for nursing home care , but these policies can be prohibitively costly for many. In most cases, people pay out of pocket until their resources are used up, at which point Medicaid , a joint federal and state program providing coverage to low-income individuals, kicks in to cover costs. In fact, Medicaid is the payment source for the majority of nursing home residents, with 62% using this means, according to the NCHS. But the rules vary from state to state, so it’s important to talk with an advisor to understand your options.

How COVID-19 Affected Nursing Homes

The coronavirus pandemic that started in spring 2020 has had a severe impact on nursing homes.

The Centers for Medicare and Medicaid Services reported that, as of mid-April 2024, there have been more than 2 million confirmed COVID-19 cases among residents of nursing homes and more than 1.9 million confirmed COVID-19 cases among the staff of nursing homes. Around 172,000 residents of nursing homes have died of COVID-19.

“People who live in nursing homes are usually the frailest because they are typically elderly with multiple advanced chronic conditions," Tehrani explains. "The smallest challenges will have the biggest effect on them because their immune system is very compromised to begin with."

In addition, the close contact with others that occurs in congregate care settings like nursing homes and skilled nursing facilities means that any infectious disease has a good chance of moving through the population quickly.

In an effort to curb transmission, many facilities severely restricted visitation by loved ones, which created a series of added complications and increased feelings of isolation for those residing in nursing homes.

Cal Stein, a partner at Troutman Pepper in Boston, says that the pandemic also forced massive changes on facilities; they had to adjust operations to “harmonize” their practices with “the regulations and guidance that focuses on prevention, with the practical capabilities of the facility, the staff and the residents.”

While the rules enacted at the height of the pandemic were intended to keep residents and staff safe, they weren’t universally adoptable, which created potential liability for some facilities.

The fallout from this difficult period continues as the pandemic lingers. One study of the COVID-19 outbreak and response in Connecticut found that the prevalence of symptoms of depression increased by 15% among residents right after the peak of the COVID-19 outbreak. Some facilities have been sued for negligence by grieving families who lost loved ones during the pandemic.

For their part, many of the defendants in such suits pointed to a patchwork of state-based laws that shield nursing homes from liability during certain public health crises like the COVID-19 pandemic. But many suits are still working their way through the courts.

All of this has put pressure on nursing homes, many of which have been left short-staffed because of the pandemic and subsequent societal changes. A 2021 survey from the American Health Care Association and the National Center for Assisted Living found that 94% of nursing homes faced staffing shortages. The Consumer Voice noted that “staffing standards in almost every state remain severely low.” KFF reported that as of March 2022, "one in four nursing homes nationally reported a shortage of at least one type of staff."

The shortage is so concerning that in September 2023, the Biden administration announced reforms to improve the safety and quality of nursing home care that includes mandates for adequate staffing levels.

It’s not over yet. COVID-19 infections, in line with seasonal increases of other respiratory infections, such as colds and the flu , still appear in nursing homes When COVID numbers rise, it could impact whether families are able to visit loved ones in nursing homes in person.

“Some families might have to go back to virtual visiting and impose strict guidelines like social distancing,” Tehrani says.

If you’re looking for a nursing home or a long-term care facility for a loved one now or if you will in the near future, take care to do some extra diligence to ask about their procedures and policies regarding infection control and how staff are working to keep residents safe from COVID-19 and other contagious diseases, such as pneumonia . Tehrani also recommends asking how the facility handles medical emergencies.

U.S. News' Best Nursing Homes

As you're looking at nursing homes, also consider U.S. News' Best Nursing Homes ratings . For 2024, U.S. News evaluated more than 15,000 nursing homes on several indicators of quality, including:

• Patient and resident outcomes, such as infection rates.
• Staffing levels.
• Reliance on antipsychotic drugs.
• Health inspection results.

Among the findings were three statistics of note:

• Of the nursing homes assessed, 436 consistently (on 20% or more days) failed to meet current federal requirements mandating that a registered nurse be available for at least eight hours a day, seven days a week.
• Only 701 nursing homes (fewer than 5%) met both existing requirements and the more stringent staffing requirements proposed by the Biden administration.
• Among 22% of nursing homes, at least 1 in 4 residents received antipsychotic drugs. Government investigators have concluded that some nursing homes use antipsychotics and related drugs inappropriately, putting nursing home residents at risk.

U.S. News ratings appear in two categories: short-term rehabilitation and long-term care. You can search by location to find the closest, highest-performing nursing homes near you.

Find nursing homes near you

Search by state, city or ZIP code to find the best residence for you.

Nursing Home Costs and How to Pay

Joanne Kaldy , Lisa Esposito and Elaine K. Howley Oct. 2, 2023

The U.S. News Health team delivers accurate information about health, nutrition and fitness, as well as in-depth medical condition guides. All of our stories rely on multiple, independent sources and experts in the field, such as medical doctors and licensed nutritionists. To learn more about how we keep our content accurate and trustworthy, read our  editorial guidelines .

Gure is section chief of geriatrics and clinical professor of internal medicine at the Ohio State University Wexner Medical Center in Columbus.

Omdahl is the president and co-founder of the Medicare consulting firm 65 Incorporated and author of "Medicare for You: A Smart Person’s Guide." She is based in Wisconsin.

Stein is a partner at Troutman Pepper in Boston.

Tehrani is a geriatric physician and founder and CEO of MedWell Medical in Long Beach, California.

Tags: nursing homes , long-term care , aging , senior health , senior citizens , assisted living , patient advice

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• Infection Prevention and Long-term Care Facility Residents
• Nursing Home Infection Preventionist Training
• PPE in Nursing Homes
• Respiratory Virus Toolkit

Related Topics:

• Healthcare-Associated Infections (HAIs)

At a glance

• This course is for individuals responsible for infection prevention and control (IPC) programs in nursing homes.
• This course is free.
• Participants can complete the 23 modules and sub-modules in any order and over multiple sessions.

Training overview

This specialized nursing home training covers:

• Core activities of effective IPC programs.
• Recommended IPC practices to reduce pathogen transmission.
• Healthcare-associated infections and antibiotic resistance.
• Policy and procedure templates, audit tools, and outbreak investigation tools.

Take the Training‎

Course Length: Modules range from 30 to 90 minutes. Total completion time is approximately 20 hours.

Date Updated: 10/1/2023.

Target audience

Individuals responsible for IPC programs in nursing homes, including:

• Physician assistants
• Registered nurses
• Licensed practical/vocational nurses
• Nursing home administrators
• Program managers
• Other health educators

Continuing education

Available continuing education: CME, CNE or CEUs

To earn continuing education, register for the course and complete:

• All the modules
• Post-course evaluation
• Examination

Training resources

• Infection prevention and control risk assessment spreadsheet (fillable)
• LTC acute gastroenteritis surveillance line list
• LTC acute gastroenteritis surveillance line list (fillable)
• LTC respiratory surveillance line list
• LTC respiratory surveillance line list (fillable)

This website provides resources for patients, families and caregivers on the prevention of infections in nursing homes and assisted living facilities.

For Everyone

Health care providers.

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Is long-term care insurance worth buying in your 50s? Experts weigh in

By Joshua Rodriguez

Edited By Angelica Leicht

May 29, 2024 / 4:41 PM EDT / CBS News

You should strongly consider purchasing long-term care insurance as you age. Long-term care services can be costly , and since most older adults will need them , it's important to plan for that cost well in advance. Long-term care insurance can help you absorb those additional costs later in life by paying for services like nursing homes , assisted living communities , home health aides and more. 

But, you may be at a loss if you're in your 50s. After all, at 50, you're more than a decade from retirement age and it's normal to wonder whether spending money on long-term care insurance premiums now would be a waste. 

Then again, you never know when the need for long-term care may arise - and there may be other benefits to purchasing this type of insurance in your 50s. So, should you purchase a policy in your 50s ? We asked multiple long-term care experts to weigh in.

Compare your long-term care insurance coverage options today . 

Long-term care insurance is a strong product to consider in your 50s. For starters, it's typically  less expensive and more available when you're younger . "Long-term care insurance in your 50s can be a wise investment," explains Larry Nisenson, CGO at Assured Allies, a firm that helps consumers plan for their long-term care needs. "The cost is lower because premiums are based on your age and health, which are generally better in your 50s. Even an unexpected health change could make it difficult or expensive to get coverage later."

"Should you buy long-term care insurance in your 50s? Absolutely," explains Virginia Barausky, National Director of Sales at The Pinnacle Group, a firm that helps consumers and financial advisors plan for long-term care needs. "This is the best time to take a look at long-term care policies," she said. "Policies are priced based on age as one of the factors, and putting a policy in place in your 50s vs. 60s or 70s, will truly save you money." 

Not to mention, your health plays a role in the affordability and availability of coverage . "Most people in their 50s tend to be very active and healthy, which allows for a better approval chance (there is an underwriting component to most policies)," Barausky added. 

Long-term care insurance is an important source of protection for your children , too. "Those in their 50s may have first hand experience dealing with parents in a long-term care situation," says Barausky. "This issue becomes front of mind as they look towards their own children and do not want to be a burden when they need care."

It's also important to think about your spouse. "If one spouse needs care, all assets could be spent leaving the surviving spouse with very little," explains Steve Azoury, ChFC and owner of the financial planning firm, Azoury Financial. "This could make buying long-term care insurance while you're still young worth it, shifting the risk of needing care onto the insurance company."

Finally, purchasing your coverage in your 50s may mean you have more benefits to fall back on. A key advantage to purchasing your policy at this age is that "your policy funds have a longer period of time to grow with the compound inflation protection benefit," explains Lori Martin, trainer for Certification for Long-Term Care, a company that provides certifications for long-term care insurance agents. "Someone who purchases a long-term care insurance policy at age 55 may not need any caregiving assistance until they are 85. That's 30 years of inflation protection growth on purchased benefits, providing even more funds to pay for care."

The bottom line

The bottom line is simple. If you're in your 50s and don't already have long-term care insurance, now is a compelling time to purchase a policy. Considering the fact that your age and health play a significant role in your premiums and acceptance, purchasing long-term care insurance now can offer savings. And, since a long-term care event can also have an impact on your children, spouse and other loved ones, purchasing a policy can offer peace of mind for all involved.  Compare your long-term care insurance coverage options today . 

Joshua Rodriguez is a personal finance and investing writer with a passion for his craft. When he's not working, he enjoys time with his wife, two kids and two dogs.

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