Abstract
Aim/objectiveTo explore the lived experiences of research-focused doctoral students and graduates who participated in a virtual mentoring program. BackgroundFaculty mentoring of doctoral nursing students is at a critical juncture, as a lack of mentors and experienced researchers exists to assist the next generation of nurse educators. Additionally, few nursing schools offer the mentoring support necessary to further the research trajectories of doctorally prepared nurse educators. DesignDescriptive phenomenological approach MethodsSemi-structured interviews ResultsData analysis revealed four themes: formalizing the mentoring, building the relationship, adapting to the doctoral role, and mentoring others. ConclusionsAs online doctoral nursing educational programs abound, virtual mentoring programs are essential to support doctoral nursing education and doctoral students. However, to date, limited research exists regarding formalized virtual mentoring programs in doctoral nursing education.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
