PhD nursing students’ changing needs relative to the comprehensive doctoral examination

• DOI: 10.1016/j.nepr.2020.102917
• Publication Date: 2020-11-19T01:50:00Z
• Authors: Emilie Allard; Jérôme Leclerc-Lo...; Andréane Lavallée; Billy Vinette; Caroline Larue
• Keywords: Canada; 4. Education; 05 social sciences; Nursing Methodology Research; Focus Groups; United States; Faculty, Nursing; Humans; Students, Nursing; Curriculum; Education, Nursing, Graduate; 0503 education

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.