Issues in the supervision of postgraduate research students in nursing

John, Sujit

doi:10.1046/j.1365-2648.1993.18060880.x

Cited by 21 publications

(13 citation statements)

References 10 publications

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“…Most of all, the supervisor should give constant support and reassurance to the student (Haksever and Manisali, 2000;Phillips and Pugh, 2000;Sheehan, 1993) and keep the student's morale high (Phillips and Pugh, 2000). According to Brown and Krager (1985), the supervisor also needs to be sensitive to students' time and competence limitations, and to assist them to become aware of their own limitations and any constraints on them.…”

Section: The Responsibilities Of Supervisormentioning

confidence: 99%

Improving the Development of Postgraduates’ Research and Supervision

Ismail¹,

Abiddin²,

Hassan³

2011

IES

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Research and supervision have become a vital process in the successful of postgraduate studies. Building an academic career path after Higher National Degree or Bachelor Degree needs intensive training and preparation. This culminates in writing of thesis or dissertation. In this process, the supervisor is designated to facilitate the student's research development based on good resources offered by the institution. At this stage, one of the most common complaints from research students concerns infrequent or erratic contact with supervisors, who may be too busy with administrative or teaching responsibilities, have too many students or be away from the university too often. The main objective of this paper is to expose what are postgraduate students' problems in research and supervision. The paper's thrust will be to highlight the importance of supervisory contribution to graduate study and to propose the best practice of supervisory inputs. Developing skills towards an effective supervision needs to be tackled in various ways. Effective supervision is essential to guide postgraduate students during their progress in postgraduate study.

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Section: The Responsibilities Of Supervisormentioning

confidence: 99%

Improving the Development of Postgraduates’ Research and Supervision

Ismail¹,

Abiddin²,

Hassan³

2011

IES

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“…In response to the knowledge that higher degree study is innately difficult, the literature contains numerous suggestions and guidelines as to how to support research students (Leder, 1995; Parry & Hayden, 1994; Shannon, 1995; Sheehan, 1993). However, it has been stated that if support strategies are to be effective, they must be based directly on the experiences, needs and perceptions of the students themselves (Salmon, 1992).…”

Section: Discussionmentioning

confidence: 99%

“…Much has been documented about higher degree study, including studies on supervision and the evaluation of departmental level practices (Leder, 1995; Parry & Hayden, 1994; Shannon, 1995; Sheehan, 1993) and research using data collection methods such as surveys and questionnaires (Powles, 1988; Rudd, 1975; Welsh, 1979). However, very little of this literature has focused on the lived experience of doing a higher degree from the student perspective.…”

Section: Introductionmentioning

confidence: 99%

The lived experience of doing a higher degree in occupational therapy from the perspective of five graduates: A phenomenological study

Dawkins

May

2002

Aus Occup Therapy J

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The importance of supporting research activity in occupational therapy through higher degree study is widely accepted. Although completing a higher degree is acknowledged to be a unique and meaningful experience, few studies have been conducted to explore this phenomenon. This phenomenological study aimed to reveal and describe the experience of doing a higher degree from the perspective of five recent occupational therapy graduates. One in‐depth interview was conducted with each participant. Analysis of the data revealed five themes. The results suggest that the experience of doing a higher degree was exciting and challenging but also involved personal hardship and sacrifices. Support from supervisors, family, peers, colleagues, employers and friends made completing a higher degree achievable. Doing a higher degree facilitated personal growth and professional benefits, but it was the great sense of achievement and satisfaction apparent upon completion that was most significant for participants. Implications for occupational therapy and higher education are discussed.

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“…They need particular guidance on when to stop data collection and analysis, when to start drafting the thesis and how to structure it [9] . Thus, the supervisors are expected and assumed to be guides [21,26,32,39,48,50,53] and critical friends [4,54] . On the other hand, they should also be able to adopt flexible supervision strategies depending on the individual requirements, which are influenced by the attributes of the particular student [4,15,50,59] .…”

Section: Supervision Practicesmentioning

confidence: 99%

“…Bond [30] suggests that effective research supervision is essential as, without it, students may undertake poorly planned work, or work on too large a scale which cannot be completed in the time available. Clarke [31] and Sheehan [32] also indicate that the supervisor is the principal source of instruction, support and guidance for the student. Therefore, it has been shown that a good supervisor, who gives timely and appropriate guidance and advice can lead to the success of the research as well as that of the researcher [34][35][36][37] .…”

Section: Introductionmentioning

confidence: 99%

Effective Meeting in Graduate Research Student Supervision

Abiddin¹,

West²

2007

J. of Social Sciences

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Abstract:Meeting with supervisor is part of the practices for any graduate research students. However, was the meeting effectively conducted? Did the meeting really helped the student to progress in their research and did the supervisor given proper guidance and advices to the student during the meeting? This article focuses on the practices on supervision especially the effective methods of conducting meeting from twelve Ph.D students studied at Manchester, United Kingdom of three major disciplines of study namely Arts, Science and Social Sciences. It reviewed the major findings of the research through in-depth interviews. The results had shown that in order to progress well in their research, they must no doubt be involved in more regular meetings or discussions process and to go through certain levels before, during and after each meeting. Those levels are very important to be implemented in order to ensure that the meetings with the supervisor have great implication to the research students. Lecturers, students and especially the foreign students should practice it in order to optimise the effectiveness of the meeting and relationship between student and supervisor.

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Issues in the supervision of postgraduate research students in nursing

Cited by 21 publications

References 10 publications

Improving the Development of Postgraduates’ Research and Supervision

Improving the Development of Postgraduates’ Research and Supervision

The lived experience of doing a higher degree in occupational therapy from the perspective of five graduates: A phenomenological study

Effective Meeting in Graduate Research Student Supervision

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