Unique experiences of direct entry BSN/BS-PhD nursing students: A Delphi study

Abstract

BackgroundGiven the aging nursing education workforce and the persistent high demand for doctorally-prepared nursing faculty, there is a critical need to increase the number of nurses entering and completing PhD programs. To fill this need, accelerated PhD education pathways, such as the direct entry BSN/BS-PhD education pathway, have become popular. ObjectiveThe objective of this study was to explore the unique characteristics of the direct entry BSN/BS-PhD student experience. This study defines and details the experiences of current and past direct entry BSN/BS-PhD students. DesignThis was a qualitative, descriptive study. SettingWeb-based journals and feedback. ParticipantsOur sample includes four former and current direct entry BSN/BS-PhD students. MethodsWe used the Delphi method to first analyze participants' journal entries on their lived experiences, and then iteratively summarize and classify the experiences into summative themes. ResultsWe found four themes unique to participants' experiences: commitment to science, nursing identity, exploring prospects, and balancing family and student expectations. ConclusionsTo ensure that BSN/BS-PhD students have a high-quality education, nurse leaders should be aware of the unique perspectives of direct entry BSN/BS-PhD students. Results from this study can be used to evaluate BSN/BS-PhD programs from students' perspectives.