Explain Lived Educational Experiences as A Doctoral Student In Nursing
Introduction: The experience of studying in a Doctor of Philosophy Degree (Ph.D.) is often considered as the transition from studenthood to becoming a faculty member, which requires considerable personal learning and development. The purpose of this study was to explain the lived educational experie...
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| Format: | Article |
| Language: | fas |
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Isfahan University of Medical Sciences, Medical Education Development Center
2021-04-01
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| Series: | مجله ایرانی آموزش در علوم پزشکی |
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| Online Access: | http://ijme.mui.ac.ir/article-1-5277-en.pdf |
| _version_ | 1797638033760059392 |
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| author | Zeinab Ebrahimpour Akram Sanagoo Leila Jouybari |
| author_facet | Zeinab Ebrahimpour Akram Sanagoo Leila Jouybari |
| author_sort | Zeinab Ebrahimpour |
| collection | DOAJ |
| description | Introduction: The experience of studying in a Doctor of Philosophy Degree (Ph.D.) is often considered as the transition from studenthood to becoming a faculty member, which requires considerable personal learning and development. The purpose of this study was to explain the lived educational experiences of doctoral students in nursing.
Methods: This qualitative study was conducted in 2019 with the participation of nine Ph.D. nursing students. Semi-structured individual interviews were used to gather information. Data were analyzed using Van Manen's phenomenological approach.
Results: From the data analysis, three main themes "passing through the rocky path of education, gaining insight, gaining power and professional dignity" and six sub-themes (tortuous path of education, leverage of suffering and pleasure, change of perspective, personal growth, and development, professional responsibility and accountability, positive image of the profession in society) were extracted.
Conclusion: Nursing Ph.D. students experience a tortuous path and, in the process, believe that they have gained a greater understanding of the nursing profession and their perspective on the real-life and nature of nursing is changing. |
| first_indexed | 2024-03-11T12:57:52Z |
| format | Article |
| id | doaj.art-bfe2b2195ccb42bd909943261b1dbb9c |
| institution | Directory Open Access Journal |
| issn | 1608-9359 1735-8892 |
| language | fas |
| last_indexed | 2024-03-11T12:57:52Z |
| publishDate | 2021-04-01 |
| publisher | Isfahan University of Medical Sciences, Medical Education Development Center |
| record_format | Article |
| series | مجله ایرانی آموزش در علوم پزشکی |
| spelling | doaj.art-bfe2b2195ccb42bd909943261b1dbb9c2023-11-03T16:57:20ZfasIsfahan University of Medical Sciences, Medical Education Development Centerمجله ایرانی آموزش در علوم پزشکی1608-93591735-88922021-04-0121491501Explain Lived Educational Experiences as A Doctoral Student In NursingZeinab Ebrahimpour0Akram Sanagoo1Leila Jouybari2 PhD candidate in Nursing, Student Research Committee, Golestan University of Medical Sciences, Gorgan, Iran. Assistant Professor, School of Nursing and Midwifery, Golestan University of Medical Sciences, Gorgan, Iran. Professor, Education Development Center, Golestan University of Medical Sciences, Gorgan, Iran. Introduction: The experience of studying in a Doctor of Philosophy Degree (Ph.D.) is often considered as the transition from studenthood to becoming a faculty member, which requires considerable personal learning and development. The purpose of this study was to explain the lived educational experiences of doctoral students in nursing. Methods: This qualitative study was conducted in 2019 with the participation of nine Ph.D. nursing students. Semi-structured individual interviews were used to gather information. Data were analyzed using Van Manen's phenomenological approach. Results: From the data analysis, three main themes "passing through the rocky path of education, gaining insight, gaining power and professional dignity" and six sub-themes (tortuous path of education, leverage of suffering and pleasure, change of perspective, personal growth, and development, professional responsibility and accountability, positive image of the profession in society) were extracted. Conclusion: Nursing Ph.D. students experience a tortuous path and, in the process, believe that they have gained a greater understanding of the nursing profession and their perspective on the real-life and nature of nursing is changing.http://ijme.mui.ac.ir/article-1-5277-en.pdfstudentsnursinglearningeducationqualitative researchfaculty |
| spellingShingle | Zeinab Ebrahimpour Akram Sanagoo Leila Jouybari Explain Lived Educational Experiences as A Doctoral Student In Nursing مجله ایرانی آموزش در علوم پزشکی students nursing learning education qualitative research faculty |
| title | Explain Lived Educational Experiences as A Doctoral Student In Nursing |
| title_full | Explain Lived Educational Experiences as A Doctoral Student In Nursing |
| title_fullStr | Explain Lived Educational Experiences as A Doctoral Student In Nursing |
| title_full_unstemmed | Explain Lived Educational Experiences as A Doctoral Student In Nursing |
| title_short | Explain Lived Educational Experiences as A Doctoral Student In Nursing |
| title_sort | explain lived educational experiences as a doctoral student in nursing |
| topic | students nursing learning education qualitative research faculty |
| url | http://ijme.mui.ac.ir/article-1-5277-en.pdf |
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