Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada.
Faculty of Medicine, University of Alberta, Edmonton, Alberta, Canada.
Int J Nurs Educ Scholarsh. 2021 May 4;18(1):ijnes-2021-0024. doi: 10.1515/ijnes-2021-0024.
The goal of this descriptive qualitative study was to examine the views of students about their experience and development as scholars during the first two years of an online cohort nursing doctoral program. A secondary goal was to seek the views of faculty members very involved in the program. Semi-structured interviews were conducted with 10 of the 13 students of the first two online cohorts and five faculty members. Four themes emerged from the data: adjusting to the program; the group as emotional and academic support; reflections on teaching and learning; and becoming a scholar. The findings suggest that the students were developing as scholars, and that the cohort model was a source of support for them. Similar to other PhD students, transition into doctoral education necessitated finding a new balance between other commitments and doctoral studies. Providing opportunities to engage with faculty outside of courses is important.
本描述性定性研究的目的是探讨学生在在线研究生护理博士课程的头两年中对其作为学者的经历和发展的看法。次要目标是寻求非常参与该计划的教职员工的观点。对前两个在线队列的 13 名学生中的 10 名和 5 名教职员工进行了半结构化访谈。数据中出现了四个主题：适应计划；小组作为情感和学术支持；对教学和学习的反思；以及成为学者。研究结果表明，学生正在成为学者，而队列模式是他们的支持来源。与其他博士生一样，过渡到博士教育需要在其他承诺和博士研究之间找到新的平衡。提供与课程之外的教职员工互动的机会非常重要。
