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.
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