The learning experiences of international doctoral students with particular reference to nursing students: A literature review

Evans, Catrin; Stevenson, Keith

doi:10.1016/j.ijnurstu.2009.05.025

Cited by 42 publications

(44 citation statements)

References 29 publications

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“…It is acknowledged that friendships with compatriots serve an important function in diminishing loneliness and stress but they are also accredited with decreased intercultural interaction and reduced language progress (Bochner et al 1977;Wiseman 1997;Yang and Clum 1995 Some evidence suggests that Asian doctoral students in the UK were not expecting to work in isolation or to receive limited guidance from their supervisors (Borg et al 2009). Evans and Stevenson (2010) point out that it is difficult for students originating from cultures where they are expected to be passive recipients of knowledge to undertake doctoral studies in countries steeped in the western pedagogical tradition where the student is a self-directed learner and critical thinker. According to Dickinson (1993), for many international students, the ideal supervisor is one who offers regular tutorials and considerable structure.…”

Section: Literature Reviewmentioning

confidence: 99%

Coping with loneliness: A netnographic study of doctoral students

Janta

Lugosi

Brown

2012

Journal of Further and Higher Education

118

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This study aims to fill an empirical void in our understanding of how doctoral students, both domestic and international, cope with loneliness and isolation, and what types of tactics they use during different phases of their doctoral studies to overcome such issues. Data gathered through a netnographic study show that loneliness is a major problem for both domestic and international students and that it occurs at different stages of the doctoral study. Tactics used by participants to deal with this issue include multiple forms of (face to face and online) social interaction, professional development and escape from the doctorate. The paper discusses avenues for further research alongside some practical recommendations that might be implemented at universities to decrease feelings of isolation among students and further reduce drop-out rates.

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Section: Literature Reviewmentioning

confidence: 99%

Coping with loneliness: A netnographic study of doctoral students

Janta

Lugosi

Brown

2012

Journal of Further and Higher Education

118

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“…Meaningful examination of a program's outcomes is one of the most challenging tasks facing faculty and administrators in designing and delivering academic graduate programs (Sakalys, Stember & Magilvy, 2001). Graduates' feedback and perceptions of their experiences contributes to program evaluation and directs strategies to promote its improvement (Evans & Stevenson, 2010). Assessing program impact on graduates provides administrators and decision makers information about ongoing and future needs for improvement (Kim, McKenna & Ketefian, 2006).…”

Section: Introductionmentioning

confidence: 82%

“…Physical distance and challenges of internet communication with their international supervisor may have also attributed to their sense of lack of support. Evans & Stevenson (2010) found that physical proximity of students and their supervisors was important in facilitating interaction. The participants also indicated that faculty workload negatively affected supervision and counselling students.…”

Section: Studentsmentioning

confidence: 99%

“…Yet, such challenges are also viewed as opportunities to enhance personal and intellectual growth (Cohen, 2011;Evans & Stevenson, 2010;Evans & Stevenson, 2011;Zeilani, Al-Nawafleh & Evans, 2011). Fortunately, the participants developed strong collaborative relationships with one another to overcome the stressors and difficulties which ultimately enhanced program retention, progression, and completion.…”

Section: Studentsmentioning

confidence: 99%

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Evaluating a New Doctoral Nursing Program: A Jordanian Case Study

Nabolsi

Abu-Moghli

Khalaf

2014

Procedia - Social and Behavioral Sciences

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Establishing and maintaining a quality nursing doctoral program in a country with limited resources is a challenge to program managers. Continuous evaluation is essential to pinpoint areas of improvement. This study aims to evaluate a nursing PhD program from the perspective of its first graduate cohort to provide feedback for improvement. Qualitative design using focus group method was used to collect data from a purposive sample of graduates (N=14). Content analysis revealed seven themes: Opportunity to earn a PhD-A dream comes true; A need for peer collaboration and support; Innovative strategies to overcome faculty shortage; A need for improved mentorship; Successfully merging national and international experience; Enhanced professionalism and scholarship; Coping with limited resources. The study findings suggest reviewing program admission criteria and curriculm content to meet student and marketplace needs. Maintaining national and international partnership, innovative teaching-learning strategies, and developing further strategies to meet resources challenges were recommended.

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“…Also found in the literature, and relating to nursing doctorate student experiences were articles by Halter, Kleiner, and Hess (2005), which examined online learning experiences and the benefits of this relatively new learning modality; and Evans and Stevenson (2009), who conducted a literature review summarizing the experiences of international nursing doctoral students. While contributing to the description of doctoral nursing student experiences by providing observation into their selected areas of interest, neither article examined APRN experiences in practice doctorate programs.…”

Section: The Dnp: Student Experiencesmentioning

confidence: 99%

The DNP: A Descriptive Study of Student Experiences and Factors Contributing to Pursuing this Degree

Neilson

2014

Preprint

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Since 2004 discourse pertaining to a terminal clinical degree in nursing has increased nationally, however few articles were found that discussed why advanced practice registered nurses (APRNs) were choosing to pursue this degree, and their lived experiences while doing so. This descriptive, qualitative research study aimed to identify contributing factors in the decision to pursue the DNP degree, and to explore the experiences of DNP student experiences. Rogers' theory of diffusion of innovations (2003) guided the study. Snowball recruitment led to seven participants from who data was collected using email conversations. Five major themes were identified: (1) personal development, (2) achieving personal goals, (3) professional advancement, (4) program attibutes and (5) relationship with others. Implications exist for the nurse contemplating this degree, for faculty who educate APRNs, and for program directors as they structure learning environments and recruit new enrollees. Recommendations include the clarification of the DNP role in the delivery of healthcare services, to identify why so few of the respondents intend to use this degree in clinical practice, and for future research into how online nursing programs can use technology to effectively teach DNPs.

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The learning experiences of international doctoral students with particular reference to nursing students: A literature review

Cited by 42 publications

References 29 publications

Coping with loneliness: A netnographic study of doctoral students

Coping with loneliness: A netnographic study of doctoral students

Evaluating a New Doctoral Nursing Program: A Jordanian Case Study

The DNP: A Descriptive Study of Student Experiences and Factors Contributing to Pursuing this Degree

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