Nursing Graduate Supervision of Theses and Projects at a Distance: Issues and Challenges

Bruce, Anne; Stajduhar, Kelli; Molzahn, Anita; MacDonald, Marjorie; Starzomski, Rosalie; Brown, Marilyn

doi:10.2202/1548-923x.1587

Cited by 10 publications

(13 citation statements)

References 8 publications

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“…One challenge in distributive learning (distance) master’s program may be the initial thesis supervisor selection and fostering a mentorship relationship from afar. 15 A central thesis advisor may mitigate this challenge because he or she is familiar with the faculty and can facilitate pairings from a distance. One success factor for thesis completion was faculty and student camaraderie, with benefits including idea generation, sharing resources and external accountability.…”

Section: Discussionmentioning

confidence: 99%

Exploring the thesis experience of Master of Health professions education graduates: a qualitative study

et al. 2018

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ObjectivesTo explore the thesis experience of recent Master of Health Professions Education (MHPE) graduates in the University of Illinois at Chicago (UIC) program. MethodsThis is a qualitative case study exploring the experience of MHPE graduates between 2014 and 2016 (n=31). Using convenience sampling, all graduates with an email address (n=30) were invited to participate in an online survey and semi-structured interviews. Interviews were completed in-person or via telephone or video conference; interviewers collected detailed notes and audio recordings. Two authors independently analyzed the data iteratively using thematic analysis and discrepancies were discussed and resolved. ResultsSurvey results (n=20, 67%) revealed an average graduation of 5.1 years; 10 graduates (33%) were interviewed. Three themes related to the thesis experience were identified: success factors, challenges, and outcomes. Success factors, when present, promoted completion of a thesis; these included: a supportive program environment, time management, available resources, MHPE foundational coursework, aligning theses with career goals, and identifying a project with limited scope. Challenges made thesis completion more difficult for graduates; these included: institutional factors, personal or professional responsibilities, burnout, externally-imposed deadlines, and barriers in the research process. Despite these challenges, completing the thesis resulted in many professional or personal benefits (outcomes). ConclusionsMultiple success factors and challenges were identified in the master’s thesis process among MHPE graduates at UIC. These findings can help students conducting education-based scholarship through the master’s thesis process. This study also informs program evaluation and improvements and outlines personal and professional outcomes of completing a master’s thesis.

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Section: Discussionmentioning

confidence: 99%

Exploring the thesis experience of Master of Health professions education graduates: a qualitative study

et al. 2018

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“…The EdD we report on is designed to be taken only as a part-time open and distance learning programme. Elsewhere, distance supervision of part-time professional Masters' courses is reported as problematic, with longer than expected time for completion (Bruce et al, 2008). However, EdD students on the programme we researched can potentially complete their thesis within three years, and the majority of students (of the 200+ graduates so far, since its 1997 inception) have completed within four years (despite the competing work and personal responsibilities outlined later).…”

Section: Think the Word 'Journey' Is A Good One As It Suggests Somementioning

confidence: 92%

Enhancing professional self-esteem: learners’ journeys on a distance-learning Doctorate in Education (EdD)

Butcher

Sieminski

2009

Enhancing Learner Experience HE

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This article explores the motivations, experiences and perceived outcomes for Doctorate in Education (EdD) students in their journey through a relatively new form of doctoral education at a distance. The research draws on a range of individual EdD participant voices, both student and graduate, and is timely in focusing on an example of an under-researched but increasingly common phenomenon of part-time distance learning professional doctorates. The aims of the research were: to understand what motivated students to register for an EdD; to explore the factors which successfully sustained them on their journey; to identify common outcomes on completion. The researchers developed a case study of the student EdD journey in its distinctive professional context(s). Data was collected in a number of linked stages including postal surveys, semi-structured interviews, and students' reflective evaluations at different points. Key themes related to professional postgraduate learner transitions emerge from the data, which contrast with previous work on the traditional PhD and relate to: the deliberate choice by students of a part-time distance learning route; a broader and betterinformed understanding of professional outcomes on a professionally-oriented doctorate; the value of flexible support systems for EdD students working in demanding educational roles.

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“…In a similar context, another qualitative inquiry by Yousefi et al (2015) reported mainly four challenges faced by supervisors in the supervision process: contextual problem, role ambiguity, poor reflection, and ethical problems. In another Canadian qualitative study, Bruce et al (2008) earlier had reported some key issues and challenges in postgraduate research supervision such as deciding a project and a thesis, identifying a supervisor, developing a student-supervisor mentoring relationship, and conducting analysis at a distance. Later, Nasiri and Mafakheri (2015) summarized the existing literature on postgraduate research supervision at distance mode and highlighted some challenges and strategies of supervising.…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding the Master’s Degree Research Supervision at Community Campuses of Nepal

Puri¹

2023

Intern. j., high. educ. pedag.

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Research supervision has become increasingly demanding for graduate students towards the successful completion of their research. However, there are limited studies on how supervisors supervise the research students and what their experiences are in the context of Nepalese higher education. This phenomenological qualitative study explores the Master’s degree research supervisors’ perceptions and their lived experiences on supervision of Master’s thesis. Thematically analysing the data collected from six purposively sampled supervisors of three public campuses of Nepal, this paper reports the findings that research supervision practices in community campuses of Nepal lack sociocultural pedagogic practice for developing research skills in the students. Furthermore, it examines the supervisors’ roles, supervisor-student relationship, and the challenges the supervisors faced during research supervision. In this paper, I argue that the research supervisory process in Nepal needs to be socioculturally situated for producing independent researchers.

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Nursing Graduate Supervision of Theses and Projects at a Distance: Issues and Challenges

Cited by 10 publications

References 8 publications

Exploring the thesis experience of Master of Health professions education graduates: a qualitative study

Exploring the thesis experience of Master of Health professions education graduates: a qualitative study

Enhancing professional self-esteem: learners’ journeys on a distance-learning Doctorate in Education (EdD)

Understanding the Master’s Degree Research Supervision at Community Campuses of Nepal

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