ABSTRACT
PROBLEM: Faculty teaching nurses enrolled in clinical doctoral programs need to understand the process of student scholarly writing development so that students can be prepared to share knowledge and communicate effectively in scholarly formats. METHODS: A hermeneutic phenomenological study that sought to understand the scholarly writing development of nurses enrolled in a clinical doctoral program was conducted. FINDINGS: Findings from interviews with six Doctor of Nursing Practice students revealed three themes: learning throughout life, influence of emotions, and getting through the gate. CONCLUSION: Based upon these findings, recommendations for further development of doctoral student writing are suggested so that students can disseminate their knowledge in a scholarly manner, improve practice, and contribute to the profession.
Subject(s)
Education, Graduate/standards , Learning , Nurse Practitioners/standards , Writing/standards , Adult , Aged , Female , Humans , Male , Middle Aged , Nursing Methodology Research , Students, Nursing/psychology , United StatesABSTRACT
The literature in international education focuses primarily on the experiences of western students in developing countries, international students in western universities, the development of an educational program in a developing country, or internationalization of curricula in western universities. There is little in the literature that addresses the challenges students and participating faculty face when implementing a graduate program in a developing country. The purpose of this paper is to describe and analyze the challenges of implementing a doctoral program in an international exchange through the lens of Kanter's theory of empowerment. Recommendations to address these challenges will be made.