PhD nursing students' changing needs relative to the comprehensive doctoral examination.

Area of Science:

• Nursing Education
• Doctoral Studies
• Qualitative Research

Background:

• Comprehensive examinations (CE) are mandatory in Canadian and US doctoral programs.
• CEs evaluate research competency but are often anxiety-provoking for students.
• Limited research exists on PhD nursing students' experiences with CEs.

Purpose of the Study:

• To explore the experiences of PhD nursing students with the comprehensive examination.
• To identify the evolving needs of these students throughout the CE process.

Main Methods:

• A descriptive qualitative research design was employed.
• Data were collected through focus groups and semi-directed interviews.
• 15 PhD nursing students from a Canadian faculty participated.

Main Results:

• Student needs change from understanding the CE's purpose to managing daily exam preparation.
• Participants reported frustration with inconsistent support and evaluation processes.
• Variability in support and evaluation impacts the student experience.

Conclusions:

• PhD nursing students' needs regarding CEs are dynamic and require tailored support.
• Addressing variability in support and evaluation can improve the student experience.
• Strategies are needed to optimize the CE process and foster a sense of support.