Faculty of Nursing, University of Montreal, 2375, Chemin de La Côte-Sainte-Catherine, H3T 1A8, Montreal, Quebec, Canada; Center for Innovation in Nursing Education, University of Montreal, 2375, Chemin de La Côte-Sainte-Catherine, H3T 1A8, Montreal, Quebec, Canada; Centre de recherche et de partage des savoirs InterActions, CIUSSS Nord-de-l'Île-de-Montréal, 11 822 avenue du Bois-de-Boulogne, H3M 2X7, Montréal, Québec, Canada.
Faculty of Nursing, University of Montreal, 2375, Chemin de La Côte-Sainte-Catherine, H3T 1A8, Montreal, Quebec, Canada.
Nurse Educ Pract. 2021 Jan;50:102917. doi: 10.1016/j.nepr.2020.102917. Epub 2020 Nov 18.
Most doctoral curriculums in Canada and in the United States include a mandatory comprehensive examination (CE) meant to evaluate, after a year, the students' ability to conduct research. Although the format differs between faculties, the CE has nevertheless been described by students as anxiety provoking because in most cases, a failure terminates doctoral training. A lack of scientific literature on the experiences of PhD nursing students with the CE motivated us to explore these experience and the students' needs with regard to this exam. For that purpose, a descriptive qualitative research study was conducted at a nursing faculty in Canada. Focus groups and individual semi-directed interviews were conducted with 15 PhD nursing students. Data analysis suggests that PhD nursing students' needs evolve throughout their doctoral studies. Initially, their needs focus on understanding the general process of the CE, such as its purpose and the possible outcomes. These needs gradually shift toward specific issues, such day-to-day organization during the CE. Finally, participants express frustration about variability in the support received and in the evaluation process. Results offer insights into strategies that can be implemented to optimize PhD nursing students' experience and to develop a feeling of support regarding the CE.
大多数加拿大和美国的博士课程都包括一项必修的综合考试（CE），旨在评估学生在一年后进行研究的能力。尽管不同学院的考试形式有所不同，但CE 还是被学生描述为令人焦虑，因为在大多数情况下，考试不及格就会终止博士培训。由于缺乏关于护理博士生在 CE 方面的经验的科学文献，我们希望探索这些经验以及学生对该考试的需求。为此，在加拿大的一所护理学院进行了一项描述性的定性研究。我们对 15 名护理博士生进行了焦点小组和个人半结构化访谈。数据分析表明，护理博士生的需求在整个博士学习期间不断发展。最初，他们的需求集中在了解 CE 的一般过程，例如其目的和可能的结果。这些需求逐渐转向具体问题，例如 CE 期间的日常组织。最后，参与者对所获得的支持和评估过程的可变性表示不满。研究结果为优化护理博士生的体验并培养对 CE 的支持感提供了一些见解。
