Explain Lived Educational Experiences as A Doctoral Student In Nursing

Abstract

Introduction: The experience of studying in a Doctor of Philosophy Degree (Ph.D.) is often considered as the transition from studenthood to becoming a faculty member, which requires considerable personal learning and development. The purpose of this study was to explain the lived educational experiences of doctoral students in nursing. Methods: This qualitative study was conducted in 2019 with the participation of nine Ph.D. nursing students. Semi-structured individual interviews were used to gather information. Data were analyzed using Van Manen's phenomenological approach. Results: From the data analysis, three main themes "passing through the rocky path of education, gaining insight, gaining power and professional dignity" and six sub-themes (tortuous path of education, leverage of suffering and pleasure, change of perspective, personal growth, and development, professional responsibility and accountability, positive image of the profession in society) were extracted. Conclusion: Nursing Ph.D. students experience a tortuous path and, in the process, believe that they have gained a greater understanding of the nursing profession and their perspective on the real-life and nature of nursing is changing.

Keywords

• students
• nursing
• learning
• education
• qualitative research
• faculty