Background:The worldwide coronavirus disease 2019 (COVID-19) pandemic compelled higher education institutions and postgraduate students (master's and PhD) to rethink their research designs, as alert level restrictions affected data collection.Objectives: To identify and map out the breadth of evidence available on the challenges and opportunities for conducting postgraduate research during the COVID-19 pandemic.Method: A scoping review was conducted in CINAHL, MEDLINE (EBSCO), SCOPUS and PubMed databases. The authors independently began by screening the titles, the abstracts and full texts. Duplications were removed during the title and abstract screening by exporting them into EndNote. Results:The search identified 463 documents, and 12 were included in the final review. The documents were studies commentaries, letters (n = 1) from India and guidelines from countries across the globe. The common themes that were reported on the challenges of conducting postgraduate research were the inability to collect data, the digital divide and changes in study designs. Conclusion:The review reports on the opportunities and challenges in conducting postgraduate research during the COVID-19 pandemic. Despite the limited evidence on the opportunities of conducting postgraduate research, most postgraduate research stalled because of COVID-19 restrictions. There is a need for more literature to explore further postgraduate research opportunities during COVID-19 and beyond. Contribution:The focus on the challenges and opportunities in conducting postgraduate research during the COVID-19 pandemic may assist in the development of strategies needed to mitigate the effects of this and future pandemics.
Background: Globally, the unsatisfactory progress of postgraduate students registered for a master’s degree is a cause for concern. It affects graduation numbers and completion time.Aim: This study aimed to determine the perceived supervisory-researcher community support, research writing, work–life balance, and research conceptions factors that Master of Nursing students associate with study progress.Setting: The study was conducted in three selected higher education institutions (HEIs) in the Gauteng province.Method: A correlational cross-sectional research design was utilised. A self-administered questionnaire adapted from the Cross-Country Doctoral Experience Survey was e-mailed to a total sample of 136 Master of Nursing students who were at least in their second year of study, of which 122 (89.7%) responded. Descriptive statistics, factor analysis, the Mann-Whitney U test, and the Kruskal-Wallis test were used to analyse the responses.Results: Most of the students’ perception was greater regarding supervisory-researcher community support and research conceptions. Despite a high mean composite score of 4.134 (SD-1.452) on work–life balance, some respondents found it difficult to balance work and life. Respondents with a source of income perceived greater supervisory-researcher community support (p = 0.022) while those studying full-time had better research writing perceptions (p = 0.002).Conclusion: There is need for HEIs to develop or strengthen interventions targeting research writing and work–life balance factors that were perceived to result in less support. Funding remains a concern for Master of Nursing students.Contribution: This study contributes to knowledge on factors that Master of Nursing students associated with study progress.
Background and aim: The integration of college-based nursing education into higher education has gained significant momentum worldwide. However, in countries where integration has not happened some nursing colleges continue to encounter challenges in their readiness for this process. The study aimed to identify and map the breadth of evidence available on the factors that influence the readiness of nursing colleges to transition into higher education.Methods: Databases such as PubMed, CINAHL, Health Source Nursing Academic Edition, SCOPUS, Google scholar, and Educational Resources Information Centre were used. The review focused on literature published only in English from 1996 to 2021. Arksey and O’Malley’s scoping review framework was used.Results: The search identified 1,408 publications; 23 of these met the inclusion criteria and were selected for full-text review. The following themes emerged: regulations and policies, recognition of nursing education, nurse educator roles, and financial considerations.Conclusions: The review’s findings revealed a need for clear policy frameworks to guide higher education integration and regulatory processes for nursing colleges. Becoming part of higher education improves nursing’s academic status, however, integration may give rise to challenges associated with the lack of educator involvement in policy development and integration plans, and unchanged funding arrangements. The repositioning of nursing colleges should take cognisance of lessons from other countries regarding integration readiness to ensure that change happens with minimal disruption and disharmony.
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