护理博士生对博士教育对其专业和职业发展影响的看法：一项质性研究

IF 4.2 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-09-30 DOI:10.1016/j.nedt.2025.106884

Seda Sarıköse , Nilgün Göktepe

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引用次数: 0

摘要

博士教育提高了护士的循证决策、护理质量和专业知名度，但全球范围内项目结构的巨大差异以及学生和毕业生面临的持续挑战限制了其充分发挥潜力。本研究旨在探讨接受博士教育的护士，特别是那些在医疗保健环境中积极从事护士工作的护士的经历，以及这种教育如何有助于他们的专业发展和支持他们未来的职业目标。方法采用个人深度访谈法进行定性描述性研究。数据通过半结构化的在线访谈收集，访谈对象为24名攻读护理博士课程的护士。参与者的选择采用有目的的抽样。数据分析采用归纳和演绎内容分析相结合的方法。以自我决定理论和社会认知职业理论作为敏感化框架，指导演绎阶段，并为动机和职业发展过程的解释提供信息。结果确定了三个主题：(1)博士教育的收益和机会；(2)博士教育的促进因素；(3)博士教育的障碍。参与者报告说，博士教育增强了他们的批判性思维、学术认同和循证临床实践。促进因素包括内在动机、支持性顾问、学院支持和灵活的工作条件。然而，护士也面临着工作与生活不平衡、经济拮据、指导不足和机构认可有限等重大障碍。许多人指出，博士教育并没有导致薪水、角色清晰度或地位的提高。此外，缺乏以实践为导向的博士课程被视为将学术成果融入临床环境的限制。结论博士教育促进了护士的成长和领导能力，但结构和组织障碍降低了其影响。当务之急是加强学术与实践的结合，加强师友关系，发展以临床为重点的博士路径，以优化护士的专业发展，患者护理质量和医疗保健系统的利益。

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Perspectives of nursing doctoral students on the impact of doctoral education on their professional and career development: A qualitative study

Background

Doctoral education enhances nurses' evidence-based decision-making, care quality, and professional visibility, yet significant global disparities in program structure and persistent challenges faced by students and graduates limit its full potential. This study aims to explore the experiences of nurses enrolled in doctoral education, particularly those who are actively working as nurses in the healthcare setting, and how this education contributes to their professional development and supports their future career goals.

Methods

A qualitative descriptive study using individual in-depth interviews. Data were collected through semi-structured online interviews with 24 nurses enrolled in doctoral nursing programs. Participants were selected using purposive sampling. Data were analyzed through a combination of inductive and deductive content analysis. Self-Determination Theory and Social Cognitive Career Theory were used as sensitizing frameworks to guide the deductive phase and inform the interpretation of motivational and career development processes.

Results

Three main themes were identified: (1) Gains and Opportunities of Doctoral Education, (2) Facilitators of Doctoral Education, and (3) Barriers to Doctoral Education. Participants reported that doctoral education enhanced their critical thinking, academic identity, and evidence-based clinical practice. Facilitating factors included intrinsic motivation, supportive advisors, collegial support, and flexible work conditions. However, nurses also faced significant barriers such as work-life imbalance, financial constraints, inadequate guidance, and limited institutional recognition. Many noted that doctoral education did not lead to improvements in salary, role clarity, or status. Furthermore, the absence of practice-oriented doctoral programs was seen as a limitation to integrating academic gains into clinical settings.

Conclusion

Doctoral education fosters growth and leadership among nurses, but structural and organizational barriers reduce its impact. It is imperative to enhance academic-practice integration, strengthen mentorship, and develop clinically focused doctoral pathways to optimize the benefits for nurses' professional development, patient care quality, and the healthcare system.

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.