South Georgia College, Douglas, GA, USA.
University of West Georgia, Carrollton, GA, USA.
Nurse Educ Pract. 2021 Jul;54:103103. doi: 10.1016/j.nepr.2021.103103. Epub 2021 May 28.
AIM/OBJECTIVE: To explore the lived experiences of research-focused doctoral students and graduates who participated in a virtual mentoring program.
Faculty mentoring of doctoral nursing students is at a critical juncture, as a lack of mentors and experienced researchers exists to assist the next generation of nurse educators. Additionally, few nursing schools offer the mentoring support necessary to further the research trajectories of doctorally prepared nurse educators.
Descriptive phenomenological approach METHODS: Semi-structured interviews RESULTS: Data analysis revealed four themes: formalizing the mentoring, building the relationship, adapting to the doctoral role, and mentoring others.
As online doctoral nursing educational programs abound, virtual mentoring programs are essential to support doctoral nursing education and doctoral students. However, to date, limited research exists regarding formalized virtual mentoring programs in doctoral nursing education.
目的/目标：探索参与虚拟指导计划的以研究为重点的博士生和毕业生的生活体验。
教师对护理博士生的指导正处于关键时期，因为缺乏导师和有经验的研究人员来帮助下一代护理教育者。此外，很少有护理学校提供必要的指导支持，以进一步推动准备攻读博士学位的护理教育者的研究轨迹。
描述性现象学方法
半结构化访谈
数据分析揭示了四个主题：正式化指导、建立关系、适应博士角色和指导他人。
随着在线博士护理教育项目的增加，虚拟指导计划对于支持博士护理教育和博士生至关重要。然而，迄今为止，关于博士护理教育中的正式虚拟指导计划的研究有限。
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