Document Type
Article
Abstract
Background:
Little is known about hybrid PhD nursing students' experiences.
Method:
The purpose of this study was to describe and analyze the experiences of PhD nursing students in a hybrid program using a convergent mixed methods design. Recent nursing PhD alumni (n = 18), and current PhD students (n = 4) were recruited at a research-intensive university in the southwestern United States.
Results:
Four metainferences were identified: (1) the facilitator of faculty as both advisors and mentors; (2) the facilitator of peers as support, motivation, and a source of advice that preceded advisors; (3) the barrier of receiving conflicting feedback from advisory and dissertation committees; and (4) the barrier of not understanding the PhD student process.
Conclusion:
Peer support is fundamental for hybrid PhD nursing student success; conflicting feedback and not understanding the process are significant barriers. Strategies are recommended to mitigate barriers to facilitate hybrid PhD nursing students' success. [J Nurs Educ. 2024;63(5):328–331.]
Digital Object Identifier (DOI)
Publication Info
Published in Journal of Nursing Education, Volume 63, Issue 5, 2024, pages 328-331.
APA Citation
Chloé Littzen, May, J., Rainbow, J., Morrison, H., & Loescher, L. (2024). Pursuing Success in a Hybrid PhD Nursing Program. Journal of Nursing Education, 63(5), 328–331. https://doi.org/10.3928/01484834-20240305-08
Rights
Copyright 2024, SLACK Incorporated