Exploring data management content in doctoral nursing handbooks


  • Rebecca Raszewski Associate Professor & Information Services & Liaison Librarian University of Illinois at Chicago Library of the Health Sciences Chicago http://orcid.org/0000-0003-1210-4272
  • Abigail H. Goben University of Illinois at Chicago Library of the Health Sciences Chicago
  • Martha Dewey Bergren University of Illinois at Chicago College of Nursing Department of Population Health Nursing Science http://orcid.org/0000-0001-8655-5418
  • Krista Jones University of Illinois at Chicago College of Nursing Department of Population Health Nursing Science
  • Catherine Ryan University of Illinois at Chicago College of Nursing Department of Biobehavioral Health Science
  • Alana Steffen University of Illinois at Chicago College of Nursing Department of Population Health Nursing Science http://orcid.org/0000-0003-4292-6138
  • Susan C. Vonderheid University of Illinois at Chicago College of Nursing Department of Human Development Nursing Science




Data Lifecycle, Data Management, Nursing Doctoral Education, Student Handbooks


Objective: While data management (DM) is an increasing responsibility of doctorally prepared nurses, little is understood about how DM education and expectations are reflected within student handbooks. The purpose of this study was to assess the inclusion of DM content within doctoral nursing student handbooks.

Methods: A list of 346 doctoral programs was obtained from the American Association of Colleges of Nursing (AACN). Program websites were searched to locate program handbooks, which were downloaded for analysis. A textual review of 261 handbooks from 215 institutions was conducted to determine whether DM was mentioned and, if so, where the DM content was located. Statistical analysis was performed to compare the presence of DM guidance by type of institution, Carnegie Classification, and the type of doctoral program handbook.

Results: A total of 1,382 codes were identified across data life cycle stages, most commonly in the handbooks’ project requirements section. The most frequent mention of DM was in relation to collecting and analyzing data; the least frequent related to publishing and sharing data and preservation. Significant differences in the frequency and location of codes were identified by program type and Carnegie Classification.

Conclusions: Nursing doctoral program handbooks primarily address collecting and analyzing data during student projects. Findings suggest limited education about, and inclusion of, DM life cycle content, especially within DNP programs. Collaboration between nursing faculty and librarians and nursing and library professional organizations is needed to advance the adoption of DM best practices for preparing students in their future roles as clinicians and scholars.

Author Biographies

Rebecca Raszewski, Associate Professor & Information Services & Liaison Librarian University of Illinois at Chicago Library of the Health Sciences Chicago

Rebecca Raszewski, MS, AHIP is Associate Professor & Information Services & Liaison Librarian at the the Library for the Health Sciences at the University of Illinois at Chicago. She has been the library liaison for the UIC nursing community in Chicago since she started in 2008. Her current research projects include the availability of informatics at ALA-accredited library schools, data management within the graduate nursing curricula, and developing an information literacy framework in nursing.

Abigail H. Goben, University of Illinois at Chicago Library of the Health Sciences Chicago

Associate Professor & Information Services & Liaison Librarian

Martha Dewey Bergren, University of Illinois at Chicago College of Nursing Department of Population Health Nursing Science

Clinical Professor

Krista Jones, University of Illinois at Chicago College of Nursing Department of Population Health Nursing Science

Clinical Associate Professor

Catherine Ryan, University of Illinois at Chicago College of Nursing Department of Biobehavioral Health Science

Clinical Associate Professor

Alana Steffen, University of Illinois at Chicago College of Nursing Department of Population Health Nursing Science

Research Assistant Professor

Susan C. Vonderheid, University of Illinois at Chicago College of Nursing Department of Human Development Nursing Science

Clinical Assistant Professor


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Original Investigation