A qualitative exploration of nursing master's research supervision in a private higher education institution

Completing a Master's thesis is crucial for earning a master's degree and showcasing students' academic and professional skills. However, the process is often challenging owing to its solitary nature and the complexity of its supervisory relationships.

This study aimed to explore the experience of Nursing Master's Research Supervision and its impact on their thesis journey.

Exploratory descriptive qualitative research design.

The study was conducted at a private nursing institute in Islamabad, Pakistan, from January 2022 to May 2022. The study included 12 students enrolled in the Masters of Science in Nursing program.

Focus group discussions and in-depth interviews were conducted online, using a semi-structured guide. Students were recruited through purposive sampling. Data were analysed using manual content analysis through a collaborative approach. Rigor was ensured using Lincoln and Guba's trustworthiness criteria. SRQR reporting guidelines were used.

The study explored graduate students' thesis supervision experiences and discovered six influential categories: "Expectations from Supervisor", encompassing preceding knowledge and teaching perceptions; "Supervisor Accessibility", involving physical access and cooperation; "Adverse Supervision Experience", detailing challenging interactions; "Supervision Meeting Management", addressing problem-solving and scheduling; "Assistance and Support", covering collaboration, software, and resources; and "Suggestions", offering guidance on thesis write-up and research committee roles.

The study elucidated students' expectations about supervisor expertise, access difficulties, negative experiences, and the need for clear guidelines. Improved communication, defined roles, and increased support for thesis writing and assessment are crucial for satisfactory supervision. Further investigation of supervisors' viewpoints is advised.