The purpose of this study was to examine the perceptions of doctoral nursing programs from the students’ perspective. These findings can be utilized to generate and translate evidence into educational practice and policies for program enhancement. A shortage of doctorally prepared nursing faculty persists (AACN, 2019). Examination of the phenomenon of students’ perceptions of their program to direct future program support students thereby increasing program completion rates. Ingraham, Davidson, & Yonge (2018) emphasized the importance of climate on learning. Research has found students are more likely to leave doctoral programs during their course work and prior to beginning dissertation (Robinson & Volkert, 2018). This further demonstrates the importance of program design and implementation promoting student program completion. Few studies have addressed how students’ perceptions of their program affect nursing doctoral students.
Methods:
Qualtrics survey links were emailed to Deans of Graduate Schools of Nursing across the US. The survey consisted of Shelton’s (2003) Perceived Faculty Support Scale, Cohen’s (2012) Perceived Stress Scale, and intent to leave questions (Volkert et al. 2018). The email explained the study, and asked Deans to forward the link and study information to graduate nursing students in their institution who were working toward a PhD, DNP, or EdD in nursing. The final question of the survey allowed open ended responses from participants. An in-depth qualitative analysis of those response yielded rich content of student’s perceptions of their doctoral programs. Of the 517 completed surveys, 216 participants provided feedback responses to open ended questions related to additional information on their doctoral program educational experience.
Results:
Of the 216 respondents to the open ended questions, 92% were female, 75% identified as Caucasian, 50% were between 30-50 years of age, and 42% have been nurses for less than 10 years. While all types of doctoral nursing programs were sent the survey, 76% of the responses were from students in a DNP program. Over half, 55% were in the course work phase of their program. Sixty three percent reported being full time students, 41% are in online programs and an additional 19% were in hybrid programs. Over 90 % stated they worked at a job outside of their doctoral program with 60% reporting working full time at 36 or more hours per week. Over half, 54% reported being in management or administrative roles at work.
Conclusion:
Nursing doctoral students report program related concerns including course workload, flexibility with assignment dates, and assistance with acquiring preceptors/mentors, and locating practicum sites as areas where the greatest amount of support is needed. Finding ways to increase program related support could provide for more successful graduate program completion.