Welch Susan
Int J Nurs Educ Scholarsh. 2017 Feb 22;14(1):/j/ijnes.2017.14.issue-1/ijnes-2016-0049/ijnes-2016-0049.xml. doi: 10.1515/ijnes-2016-0049.
The purpose of this study was to explore the lived experiences of doctoral nursing education students who participated in a virtual mentoring program. A phenomenological design was used to enable the researchers to gain an understanding of the research phenomenon. The three patterns that emerged during the study were Confirmation of Mentoring, Building Communities, and Learning the Role of Doctoral Student. Under the pattern of Confirmation of Mentoring were the themes of Receiving Academic Support and Receiving Personal Support. Under the pattern of Building Communities were the themes of Getting to Know Mentors and Understanding the Importance of Relationships. Under the pattern of Learning of Role of Doctoral Student were the themes of Balancing Time and Learning Technology. Additional research is needed to more fully explore virtual mentoring within doctoral programs.
本研究的目的是探索参与虚拟指导计划的护理学博士生的生活经历。采用现象学设计，使研究人员能够了解该研究现象。研究中出现的三种模式分别是指导的确认、建立社区以及学习博士生角色。在指导的确认模式下，有获得学术支持和获得个人支持两个主题。在建立社区模式下，有了解导师和理解关系的重要性两个主题。在学习博士生角色模式下，有平衡时间和学习技术两个主题。需要进行更多研究，以更全面地探索博士项目中的虚拟指导。
