Becoming scholars in an online cohort of a PhD in nursing program

Pauline Paul; Joanne K. Olson; Jude Spiers; Ashley Hyde

doi:10.1515/ijnes-2021-0024

Article

Becoming scholars in an online cohort of a PhD in nursing program

Pauline Paul , Joanne K. Olson , Jude Spiers and Ashley Hyde

Published/Copyright: May 4, 2021

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From the journal International Journal of Nursing Education Scholarship Volume 18 Issue 1

Abstract

The goal of this descriptive qualitative study was to examine the views of students about their experience and development as scholars during the first two years of an online cohort nursing doctoral program. A secondary goal was to seek the views of faculty members very involved in the program. Semi-structured interviews were conducted with 10 of the 13 students of the first two online cohorts and five faculty members. Four themes emerged from the data: adjusting to the program; the group as emotional and academic support; reflections on teaching and learning; and becoming a scholar. The findings suggest that the students were developing as scholars, and that the cohort model was a source of support for them. Similar to other PhD students, transition into doctoral education necessitated finding a new balance between other commitments and doctoral studies. Providing opportunities to engage with faculty outside of courses is important.

Keywords: cohort education; community of learners; nursing education; online education; PhD education

Corresponding author: Pauline Paul, Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada, E-mail: pauline.paul@ualberta.ca

Funding source: Teaching and Learning Enhancement Fund, University of Alberta, Edmonton, AB, Canada

Award Identifier / Grant number: RES 0030211

Acknowledgments

If applicable.

Research funding: This work was supported by the Teaching and Learning Enhancement Fund, University of Alberta, Edmonton, AB, Canada.
Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
Competing interests: Authors state no conflict of interest.
Informed consent: Informed consent was obtained from all individuals included in this study.
Ethical approval: The University of Alberta Ethics Review Board granted ethics approval for this project. The project number approval was PRO 00064669.

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Received: 2021-02-16

Accepted: 2021-04-23

Published Online: 2021-05-04

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Articles in the same Issue

https://doi.org/10.1515/ijnes-2021-0024

Keywords for this article

cohort education; community of learners; nursing education; online education; PhD education