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Updated: Jan 9, 2026
Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Inequalities in Doctoral Education From the Perspective of Nursing Doctoral Students
Yeliz Sürme1, Yağmur Sezer Efe2, Nuray Caner2
1Faculty of Health Sciences, Surgical Nursing Kayseri, Erciyes University, Kayseri, Turkey.
Aims:
This study aims to identify the inequalities encountered during the nursing doctoral process and propose potential solutions.
Design:
This study was conducted as qualitative and descriptive research.
Methods:
The study was conducted between January and February 2025 with 18 students who were pursuing doctoral education in nursing and working as nurses in Türkiye. Data were collected through face-to-face interviews using an introductory information form and a semi-structured interview guide. The data were analysed using an inductive content analysis method.
Findings:
Four main themes emerged from the study: Challenges: Dancing at Two Weddings at the Same Time, Academic Competition and Inequalities, Glass Ceilings in Hospitals and Solution Strategies for Inequalities.
Conclusion:
The study highlighted the inequalities experienced by students who were simultaneously continuing their doctoral education while working as nurses in the same clinical setting.
Implications For Profession And/Or Patient Care:
Faculty members providing doctoral education could organise meetings to help students overcome the challenges they face during their educational process. Nurse managers, on the other hand, should organise regular meetings where nurses can share the difficulties they encounter and offer suggestions for improving their units.
Reporting Method:
The Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist was used for reporting the study.
Patient Contribution:
No patient or public contribution.
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