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Facilitating the Academic Success of International PhD Students
Joanne Kraenzle Schneider1, Catherine M Bender, Elizabeth A Madigan
1About the Authors Joanne Kraenzle Schneider, PhD, RN, is a professor, Saint Louis University School of Nursing, St. Louis, Missouri. Catherine M. Bender, PhD, RN, FAAN, is a professor, Nursing and Clinical and Translational Science Institute, Nancy Glunt Hoffman Endowed Chair in Oncology Nursing, University of Pittsburgh School of Nursing, Pittsburgh, Pennsylvania. Elizabeth A. Madigan, PhD, RN, FAAN, was Independence Foundation Professor of Nursing at the Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, Ohio. Marie T. Nolan, PhD, RN, FAAN, is a professor and executive vice dean, Johns Hopkins School of Nursing, Baltimore, Maryland. The authors thank Chuntana Reangsing for her help with the literature review. For more information, contact Dr. Schneider at joanne.schneider@slu.edu.
Aim:
This article discusses the challenges of international PhD nursing students and recommends strategies to support them.
Background:
Approximately 10 percent of the students enrolled in research-focused nursing doctoral programs in the United States are non-US residents, challenging schools of nursing to examine ways to support these students.
Method:
We searched five electronic databases using international student* AND doctoral OR graduate as search terms; we integrated the authors' experiences.
Results:
Faculty and peer support can promote a smooth transition into the United States. Participating on research teams or school committees promotes academic socialization. Dissertation work has multiple unique challenges, including international relevance of topics, translation, funding, and location of the research.
Conclusion:
Faculty advisers and universities can facilitate student adjustment. Once international students become familiar with the academic requirements and culture, they have the capacity to contribute rich, diverse perspectives that greatly enhance the quality of PhD education.
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