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Unique experiences of direct entry BSN/BS-PhD nursing students: A Delphi study
Jiayun Xu1, Lucine Francis2, Jenny Dine3
1Purdue University School of Nursing, 502 N University Street, West Lafayette, IN 47907-2069, United States of America.
Nurse Education Today
|July 15, 2018
Summary
Accelerated PhD programs for nurses are growing. This study explores the unique experiences of direct entry Bachelor of Science in Nursing/Bachelor of Science to Doctor of Philosophy (BSN/BS-PhD) students, identifying key themes in their academic journey.
Area of Science:
- Nursing Education
- Doctoral Studies
- Accelerated Pathways
Background:
- Addressing the shortage of doctorally-prepared nursing faculty.
- Increasing demand for PhD-prepared nurses in education.
- Growing popularity of accelerated PhD programs like direct entry BSN/BS-PhD.
Purpose of the Study:
- To explore the unique characteristics of the direct entry BSN/BS-PhD student experience.
- To define and detail the lived experiences of current and former direct entry BSN/BS-PhD students.
Main Methods:
- Qualitative, descriptive study design.
- Utilized web-based journals and feedback for data collection.
- Employed the Delphi method for thematic analysis of participant experiences.
Main Results:
- Identified four key themes: commitment to science, nursing identity, exploring prospects, and balancing family and student expectations.
- Highlighted the distinct perspectives of direct entry BSN/BS-PhD students.
Conclusions:
- Nurse leaders must understand the unique perspectives of direct entry BSN/BS-PhD students to ensure quality education.
- Study findings can inform the evaluation of BSN/BS-PhD programs from a student-centered viewpoint.
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