Doctoral Level Research Articles

The relationship between postsecondary education and adult health behaviors

Nearly 80% of American adults between the ages of 33-44 have at least some postsecondary education, which ranges from vocational training to a doctorate or professional degree. However, in education-health studies, postsecondary credentials are often grouped into a limited number of categories. This is an important omission as it obscures differentiations between the various types of postsecondary credentials. This study provides the first comprehensive analysis of disparities in health behaviors across detailed levels of postsecondary education. Data comes from Wave 5 of the 2018 National Longitudinal Study of Adolescent to Adult Health (Add Health). A covariance-weighting technique is used to produce behavioral index scores that identify the full spectrum of health behaviors influenced by postsecondary educational attainment. Estimates are initially produced in aggregate for the total sample population, with interaction models subsequently being used to test differences across gender and race/ethnicity population subgroups. The aggregate results indicate that adults with at least a bachelor's degree exhibit healthier lifestyles; however, no difference is observed among adults with lower-level postsecondary credentials, compared to high school graduates. Women experience steeper gradients at higher levels of postsecondary education, compared to men. Both White and Hispanic American adults exhibit comparable health lifestyles across levels of postsecondary education; however, Black Americans were found to experience no returns except at the doctorate or professional degree level. These findings have important implications particularly as adults in their thirties and forties continue to exhibit troubling health and mortality trends.

A Cross-Culture Study of the Opportunities and Challenges of International Students Attending Schools of Business at Western Universities and Higher Education Colleges: “Now, I Have Sufficient Self-Confidence to Seek Advice, and Act on It”

International students attending schools of business at Western universities encounter various interrelated academic, language, cultural and socio-emotional challenges that impact their educational performance and success in their respective study programs, thus, shape their future professional prospects. The purpose of this paper is three-fold. First, develop a better understanding of the cultural and socio-emotional experiences of international Middle Eastern students attending American, British, and Australian universities in 2018, 2019, and early 2020. Secondly, find ways in which American, British, and Australian higher education providers can enhance their efforts in meeting the cultural and social-emotional needs of their international Middle Eastern students. Thirdly, discuss the academic and language experiences of international Middle Eastern students attending schools of business at Western universities in the above mentioned three countries. To this end, case studies have been designed for this purpose, where data is collected through semi-structured in-depth interviews. Accordingly, this study is guided by a series of research questions, as opposed to hypothesis testing. The participants involved in this study are all full-time international Middle Eastern students (n=90), undertaking their programs of study at both the undergraduate, graduate, and doctoral levels at higher education institutions/providers in the three major world leaders in international education.

Teaching and Learning in the Scientific Hawza (Analytical Study)

Education and learning in the scholarly Hawza is an old one that dates back to the era of prophecy and the final message, and one of its most prominent features is its time extension, and the predominance of micro-education over the rest of the types of education, taking mosques as a place for it, then progressed and became in line with formal education in innovation, technology, and the diversity of the curriculum. It also collects the six official academic stages (elementary, intermediate, preparatory, elementary university studies, postgraduate university studies in its master's and doctoral levels) in three stages (introductions - surfaces - diligence). The researcher reviewed the methods and methods of seminary teaching and learning in its most famous cities, from Makkah and Madinah, through Baghdad and Najaf, to Isfahan and Khorasan, in addition to the curricula and schools that included males and females.

How do consumers respond when presented with novel doctor performance information? A multivariate regression analysis.

BackgroundThere is an array of attributes one may consider when selecting a doctor. Consumers must generally select providers in the absence of any standardized performance information about these attributes at the doctor level. Some attributes may be less salient to consumers until presented with novel performance data. Innate decision‐making regret, style and skill may be important, given the complexity of processing and trading off on numerous attributes.ObjectiveThere has been limited opportunity to study consumer behaviour in the presence of doctor‐level quality information, as these data are not widely available. This study explores how consumers interact with doctor‐level performance data, considering their decision‐making regret, style and skill. Specifically, it examines how consumers rate 10 doctor attributes before and after exposure to doctor‐level quality information.MethodsThe study utilizes data from the SelectMD 2.0 Provider Choice Experiment. Respondents (n = 1247) were presented with a mock website reporting quality information and asked to choose a doctor. Difference scores are calculated based on participants' ratings of 10 attributes before and after the experiment and a multivariate ordered probit regression is considered to study the association between the predictors and 10 response outcomes.ResultsConsumers change their valuation of doctor attributes following exposure to quality data. As expected, consumers upgrade their valuation of the safety and technical quality attributes, but this is specifically associated with a greater tendency to regret decisions. Instead, those with a more dependent decision‐making style downgrade reputation, while those with better decision‐making skill downgrade the bedside manner and safety attributes.Patient or Public ContributionConsumers/patients participated in the pilot testing of the website used for the experiment.

Avrupa’da Üniversite Düzeyinde Önoloji Eğitiminin Yapısı ve Türkiye ile Karşılaştırılması

Turkey is an appropriate country for viticulture due to its favourable climatological characteristics. Although Turkey produces plenty of grapes in the fertile soil and is one of the world's leading countries in terms of vineyard area, it is known that only 11% of the grapes produced are used in wine production. The difficulties encountered at every stage of the wine sector in Turkey are reflected in oenology education briefly defined as the science of wine and it is observed that the number of schools training qualified personnel in the field of wine is low. However, Turkey's closest rivals in terms of vineyard area and production quantities of grapes take place on the European continent where the situation is quite different. In these countries, the education of oenology is of great importance, and those who have completed the oenology education are given the title of oenologist. The purpose of this study prepared with content analysis method was to compare the oenology education in Turkey to oenology education in Europe and put forward some suggestions for oenology education in Turkey. As a result of the study, the following conclusions have been reached: Oenology education in Turkey is a neglected area of study for a lot of different reasons, oenology education is not given at undergraduate, graduate, and doctoral levels, and wine production technology education is given only in one state university at the associate's degree level. It is thought that the study will contribute to the literature, next researchers, the wine sector, and especially the institutions that provide education on wine.

TELE HEALTH IN THE DIGITAL ERA DURING COVID -19 A CASE STUDY OF UTTARAKHAND

Tele-health services area very old facility available, but it never became a forefront technology or option for patients. During Covid 19 lockdown, when all the hospitals OPD and Private Clinics were closed then there was certainly a need for a therapy that could be available, keeping the social distancing in mind. This study on Tele-health is both a primary and secondary data-based study. The first objective of the study is based on a survey of patients and service providers. The other two objectives are studied through secondary data. Options left for chronic patients were explored, their awareness and satisfaction regarding these options were studied if there is a surge in Tele-health services usage, then what strategies should organizations adopt for the continuous use of these services after covid was also studied. The study shows a surge in the usage of Tele-Health services and remote monitoring of patients. Approximately 80% of the patients have cancelled their personal visits to doctors, and patients' satisfaction rate is more than 70%. A survey on service providers was also carried out, and the satisfaction level of doctors in providing Tele-health services were more than 65%. The study reflects that Tele-health services can be a boon for a state like Uttarakhand, where health services are scarce and were treating patients in remote areas is challenging.

Are tomorrow’s doctors prepared to prevent dementia? A cross-sectional study of Tasmanian medical students’ knowledge of dementia risk factors

Tomorrow’s doctors are unprepared to prevent dementia. This cross-sectional study invited medical students enrolled in the University of Tasmania 5-year medical degree (MBBS) to participate in an online questionnaire during 2019. This study measured students’ recall of risk factors, prompted and unprompted, for dementia and cardiovascular disease (CVD), and Dementia Knowledge Assessment Scale (DKAS) score. Data were collected via an online survey comprising the DKAS, and risk factor questions adapted from the Alzheimer’s Research UK National Monitor Survey, with questions on CVD risk factors added for comparison. Medical students (n = 82) proffered fewer unprompted risk factors for dementia than for CVD and were less proficient at recognizing dementia risk factors from a prompted list. Knowledge of vascular risk factors for dementia was particularly limited. Their broader dementia knowledge was generally adequate and DKAS scores were at the level of a qualified doctor by final year. Whilst medical students’ general knowledge of dementia was satisfactory, their knowledge of modifiable risk factors of dementia was limited. If replicated elsewhere, this raises concerns about whether the future medical workforce is equipped to take a necessary lead role in managing dementia risk reduction. As dementia incidence rises worldwide, and 40% cases are attributable to modifiable risk factors, educational programs may need to urgently address these deficiencies.

Māksliniecisko pētījumu pieejas attīstība jauno mediju mākslas izglītībā Liepājas Universitātē 2007.–2010. gadā

In 2007, first students started their studies at Liepāja University New Media Art bachelor level programme. It was the first programme in Latvia that was developed based on topical ideas about art as research and practice-based artistic research. This approach to art education can be described as strongly critical to neoliberalist treatment of art and, particularly in Europe, was also a part of reaction from the side of art educators and practitioners to changes started by the Bologna process in the field of higher (art) education. The approach was integrated purposefully into the philosophy of New Media Art studies and research at Liepāja University, first of all by establishing MPLab – a Laboratory of Art Research as a space for creative growth where every student has more freedom and independence but is required to be able to mobilise independently and think critically and creatively. In this article, the basic assumptions for programme development, main events, and results are presented and analysed, based on inner planning and implementation documents of the study process, as well as research papers discussing the basic assumptions of the philosophy of the study programme. In the centre of philosophy and content development of the bachelor and later master and doctoral level study programmes at Liepāja University was the idea of art as a research activity. It is connected to the recognition of the dimension of science in art, more concretely, that art does not need commentary to become “scientific”. Similar to the science where the goal and the product of the actions is the new, emerging knowledge, the art can also be oriented toward the development of knowledge, in the process of artistic creativity, through experimentation, observation, reflection, and abstraction that influence the following process of art-making. The inquiry and experiment, as well as collecting and presenting data about materials and environment the artist works with, is an essential part of the artistic activity, especially in contemporary art. Based on practice, an artist is driven to the questions and hypotheses that later can change the course and result of his/her artistic work. The art based in practice is also becoming more and more interested in life and involvement in social processes, practical issues, and the critical discourse of the art. An element of the philosophy of artistic research is also an orientation to change and active action. Artistic research tends to the new, but it is planned not only as a performative but also transformative action; therefore, it is important to think about social responsibility and social engagement in the context of artistic research. Activity, engagement, orientation towards the change, and thought-through practice-based training are the most important elements of contemporary art to encourage social and cultural sustainability development. That is why in the education of young artists, a special place should be reserved for understanding society, its risks, and the economic and political contexts in which the artist is working. However, the issue of sustainability has to be treated in connection to local communities. Socially responsible art – art as research – is possible only by studying and integrating into the artistic research process the human needs in the place where they emerge and in active dialogue with local communities. All these elements were integrated into the philosophy of the research and studies when the programmes of new media art were started at Liepāja University. The aim of the article is to discover what and how theoretical thinking on practice-based artistic research programmes in the space of higher education of art was implemented in practice, involved in the development of New Media Art programmes at Liepāja University in the period from 2007 to 2010. The methods used include document analysis and analysis of secondary literature; however, in general, a descriptive approach was used. Conclusions show that by purposeful integration of the topical and in-depth view on art education at university and new approaches to art in society invented in the active discussions within the network of international experts, it was possible to create a contemporary centre of critical creativity at Liepāja University able to engage into artistic research of reality and virtuality in the contemporary technologically saturated cultural environment.

TP8.2.17 Supplementing Undergraduate ENT Teaching: A Neglected Surgical Speciality?

Abstract Aims A 2020 survey of undergraduate ENT education found there was wide variability between Medical Schools despite a standardised curriculum, published by ENT UK. To improve this, a group of CTFs designed and led teaching sessions covering each aspect of ENT based on the ENT UK curriculum. The aim was to improve confidence in and knowledge of ENT conditions expected at junior doctor level. Methods Final year students participated in three 1-2 hour teaching sessions focused on ‘Otology’, ‘Rhinology’ and ‘Head & Neck’. Each session started with an MCQ assessing prior knowledge, with a post-teaching MCQ to assess for improvement. There was an additional questionnaire to measure confidence in several domains pre- and post-teaching, and of the undergraduate teaching they had received within their medical schools. Results Overall, students’ pre-ENT teaching and post-ENT teaching MCQ scores improved from 67% to 87%. The percentage of students who felt ‘fairly confident’ and/or ‘completely confident’ in the following domains were compared pre- and post-teaching respectively: recognising ENT conditions (26% vs 42%); managing & treating ENT conditions (5% vs 42%); and recognising surgical airways (3% to 40%). 47% of students found tutorials based on ENT ‘very useful’ for their learning, compared to 16% for outpatient clinics & lectures. 94% of students had received ENT teaching for a period of < 2 weeks, with 37% of those receiving <1 week. Conclusions This project demonstrates how a small series of curriculum specific ENT teaching can help final year students to supplement their knowledge and confidence in ENT.

EDUCAÇÃO, FORMAÇÃO HUMANA E ÉTICA: DESAFIOS À POLÍTICA EDUCACIONAL NO CONTEXTO DO NEOLIBERALISMO ORTODOXO NO BRASIL

In this essay, we discuss the relationship between education, human education and ethics in the context of orthodox neoliberalism, as well as some challenges presented to educational policy in Brazil. It is characterized as an exploratory study of a theoretical nature and is part of a set of three research projects at the doctoral level, carried out at a university in southern Brazil from 2017 to 2020. By contextualizing the current moment of neoliberalism in the country and presenting some foundations of a human and ethical formation, we point to the current challenges present for the consolidation of an educational policy whose horizon is full human formation. The studies show that educational policy from the perspective of human formation today needs to guarantee conditions that articulate, within the school, access to scientific knowledge, creativity and self-organization of the subjects of the pedagogical process in its entirety. Keywords: Education. Human formation. Ethics. Neoliberalism. Education policy

Reflecting on the Journey Towards Identity and Belonging During Professional Doctoral Study

The Professional Doctorate in Education (EdD) is a doctoral level professional qualification for practising teachers that affords the opportunity to research an area of practice of particular interest. Many EdD students encounter mixed feelings, emotions and new identities as many could be leaders within their employment and seen as ‘experts’ in their role, however, they may find themselves on the periphery of a new community of which they are yet to feel a part. This reflective paper explores the role of ‘identity’ and ‘belonging’ in Professional Doctoral students with particular emphasis placed on situated learning theory (Lave & Wenger, 1991) and the notion of communities of practice. I discuss the idea of ‘identity congruence’ and how I experienced this in terms of my identity as a leader of learning and as a fledgling doctoral researcher. The paper concludes that communities of practice promote a sense of community and belonging that have clearly supported me through the doctoral journey.

Neonatal nursing led research activity in the UK: a survey of current practice

BackgroundNeonatal nurses are ideally placed in practice to undertake research enhancing the care of families. More information is required, however, around neonatal nursing led research to advance leadership in this area. The aim of this study was to determine neonatal nursing led research activity within the UK.MethodsThe study used a web-based survey design and neonatal nurses were eligible if they were working at or towards Masters or Doctoral level qualification in the UK. The survey was distributed to members of the Neonatal Nurses Association, UK Schools of Nursing and shared on social media pages of authors and professional organisations. Results were analysed using descriptive and frequency statistics and content analysis.ResultsOf the 56 respondents, 14% (n = 8) had a Doctoral level qualification and 43% (n = 24) of participants held a Masters qualification. Lack of time and funding knowledge was the largest barrier to research. Only 30% (n = 3) of participants had a research mentor and only 18% (n = 3) were from a neonatal nursing background.ConclusionsThere are limited numbers of neonatal nurses undertaking or leading nursing research in the UK. Further support is required to enhance clinical academic career trajectories to ensure research is a viable pathway for future generations of neonatal nurses.

Research Capability: Early-Career Academics’ Perception of Doctoral Studies

<p style="text-align: justify;">The purpose of doctoral education is not only to produce a thesis but also to develop graduates who are highly competent in research, publications and the norms and values of being a researcher. Only a handful of studies have examined early-career academics’ perceptions of doing research at the doctoral level. This exploratory qualitative study sought to fill the gap and contribute to understanding of factors contributing to early career academics’ research capability development. Semi-structured interviews were used to explore in-depth the issues concerning research, publication, supervision, and networking among early career academics. The data were collected from 19 early-career academics in the first year of their career, who are attached with different universities and in different disciplines in Malaysia. The findings from the thematic analysis identified that supervision, individual’s participation in scholarly research activities, and institutional formal learning supported the development of the participants’ research capabilities. Although the PhD programme lay emphasis on independent learning, it should be seen as a process that occurs in phases; hence, the research courses offered and support from the supervisor are important to assist the transition to becoming an independent scholar. Based on the findings of the study, it is recommended that universities be more sensitive to the demands and expectations of academic career so that the PhD programmes offered do not merely focus on research but also develop the skills required of future academics at university.</p>

Strategies to Move Entry-Level Nurse Practitioner Education to the Doctor of Nursing Practice Degree by 2025.

The National Organization of Nurse Practitioner Faculties (NONPF) has made the commitment to move all entry-level nurse practitioner (NP) education to the Doctor of Nursing Practice (DNP) degree by 2025. Although there are more than 250 DNP NP programs throughout the United States, many other NP programs have yet to transition to the doctoral level. Leaders representing licensure, accreditation, certification, education, and practice organizations attended a NONPF 2017 Summit to discuss the DNP degree as entry into NP practice. Summit participants strategized on building collective strengths and addressed barriers to implementation. A solution-oriented discussion with action items has been operationalized for the last 4 years. Four workgroups were created to address education, outcomes, capacity, and messaging related to moving all entry-level NP education to the DNP degree. Ongoing collaborative efforts are critical to facilitate advancing all NP education programs to the DNP degree by 2025.

SHARING SESSION WITH SCHOLARSHIP AWARDEE UNTUK MEMPERSIAPKAN MAHASISWA MELANJUTKAN STUDI

Education needs to be owned by every citizen to bring change for himself, society, country, and the world. To ensure that every citizen gets a proper and appropriate education, the state guarantees its citizens to get an education. This is stated in Pasal 31 Undang – Undang Dasar 1945. The implementation is reflected in free education starting from the Elementary School to the High School and Vocational High School. It does not stop there, even now the state provides various scholarships to facilitate citizens to obtain higher education. One of the scholarships offered is LPDP scholarship. LPDP is an Education Fund Management Institution that provides scholarships for the general public who wish to continue their studies at the tertiary level. Cirebon University, especially in the mathematics education study program, wants to prepare their students to achieve higher education. Therefore, the head of mathematics program, lecturers, and student association held a sharing session with the theme of getting your scholarship, continue your studies, and make your dreams come true. The purpose of this activity is to provide experience and motivation for students to continue their studies. The method in this activity is in the form of discussions with awardee of LPDP schoolarship both master and doctoral levels. The results of this activities showed that students had great enthusiasm to continue their studies and increased enthusiasm for obtaining scholarships both at domestic dan overseas.

Local perspectives on landslide prevention and management in Kalimpong district, West Bengal, India

PurposeThis paper is joint reflection on the role of research assistants (RAs) in fieldwork for disaster risk research, particularly at the doctoral level. The paper has been co-authored by Gurung, who worked as a RA with the other author McGowran during his doctoral field research in Kalimpong from May 2019 to January 2020. The piece allows Gurung to voice his ideas on the research in a published research output and allows both authors to reflect on how the collaborative approach taken helped to make the research more responsive to, and reflective of, the problems people affected by landslides in Kalimpong face. The paper aims to highlight the benefits of working with RAs on landslide prevention and management in areas that may be unfamiliar and to provide a space for the RAs to voice their opinion on the research.Design/methodology/approachThe paper is split into sections written by and in the voice of the authors. This reflects a compromise between wanting Gurung's voice to be clearly heard in the piece and the challenges of non-academically trained RAs contributing to academic outputs that require specific training. Brief outlines of Kalimpong district disaster research in the region are set out by McGowran initially. Gurung then outlines how he became involved in the research and how this affected the research methodology. He reflects on how the research played out and presents some brief reflections on the findings. McGowran then concludes the piece.FindingsThe authors discuss how landslides in Kalimpong are related to locally specific political, economic, cultural and physical processes. It is only through discussing these processes with the people who live with and are affected by these landslides that this more holistic understanding can be gained, even though complete explanations are never usually found. Ideas for further research into landslides in Kalimpong and elsewhere are presented, centering on the involvement of people affected by disasters in this research.Originality/valueThe authors hope the publication of the paper might set more of a precedent for the voice of RAs – and those who are affected by disasters – to be more clearly heard in disaster risk research and practice in future. More of this type of research could help to address some of the issues this special issue raises.

Knowledge, attitude, and practice of the National Guidelines for Diagnosis and Treatment of Malaria among medical doctors in Ebonyi state, Nigeria: A cross-sectional survey

The Guidelines for Diagnosis and Treatment of Malaria are meant to guide medical practitioners to enhance optimal management of patients suspected of having malaria which is vital to malarial control and elimination. Medical doctors have the main responsibility for treating patients with malaria so there was need to evaluate the extent to which the medical doctors in Ebonyi state, Nigeria, knew, viewed, and practiced the 2015 National Guidelines for Diagnosis and Treatment of Malaria. A cross-sectional survey was carried out in May, 2019 among medical doctors who were involved in the management of malaria patients and selected via convenience sampling. Data was collected using a structured self-administered questionnaire. Each respondent was categorized as having poor, fair, or good knowledge, attitude, and practice respectively based on knowledge, attitude, and practice scores of <50%, 50-75%, and >75%. Associated factors were evaluated through bivariate and multivariate binomial logistic regressions at 5% probability of type one error and the overall test for the effect of each independent factor on practice level was done using the "postestimation test" command in Stata. A total of 156 medical doctors were surveyed. Most, 138 (88.5%) were aware there was a national guideline for diagnosis and treatment of malaria. Among the medical doctors, 19 (12.2%) had good knowledge, 110 (70.5%) had fair knowledge, and 27 (17.3%) had poor knowledge; 38 (24.4%) had good attitude, 74 (47.4%) had fair attitude, and 44 (28.2%) had poor attitude; and 59 (37.8%) had good practice, 90 (57.7%) had fair practice, and 7 (4.5%) had poor practice. The attitude level of the medical doctors toward the 2015 National Guidelines for Diagnosis and Treatment of Malaria was a predictor of good practice (adjusted p-value of overall effect = 0.0003). Although most of the medical doctors in Ebonyi state, Nigeria, were aware of the existence of a national guideline, only just over a third of them had good practice of the 2015 National Guidelines for Diagnosis and Treatment of Malaria. Policy interventions should focus on improving the attitude of the medical doctors toward the National Guidelines through training and re-training.

Features of formation of research skills of postgraduate education subjects

The article deals with the formation of research skills of subjects of postgraduate education. The purpose of the study is to provide theoretical justification and methodological support for the process of forming research skills of subjects of postgraduate education as a readiness to implement high-quality research activities. The theoretical foundations of the formation of research skills of subjects of postgraduate education are revealed. The criteria and indicators are defined: motivational (understanding of the value of research, interest, desire to perform research activities); cognitive (knowledge of methodology, methods of scientific research and the logic of research construction), activity (operational and design skills), communicative (ability to work in a team for successful research; ability to present research results) and levels of formation of research skills (situational-intuitive, normative-reproductive, creative-intellectual). The program of diagnostics of the level of formation of research skills of subjects of postgraduate education is presented. A program of elective disciplines has been developed, with continuity of learning outcomes at the bachelor's, master's and doctoral levels, contributing to the purposeful formation of research skills.

Possible Discrimination in the Workspace Following Acceptance or Rejection of COVID-19 Vaccination – Opinions of Hungarian Employees

Hungary is proud of Katalin Karikó, who was born in Hungary and educated at the University of Szeged, including a doctorate level. Later she moved to the United States where gained many practical experiences at several renowned universities as a professor. She has played a key role in the development of the COVID-19 vaccine. Their opinions are influenced by their political views, religious backgrounds, life experiences, and the country’s turbulent historical past; citizens fear various discriminatory measures. In the first part of our research, the importance of vaccinations and the Hungarian and European regulations are described. In the second section, we demonstrate that sometimes discrimination can be legal. The third part discusses the quantitative research that was conducted about the expected discrimination that can be considered legitimate or illegal. Our opinions are related to foreign travel and the activity of human resource management

Stronger Together: The Student Experience During the Onset of COVID-19.

This study examined the effects of the coronavirus disease 2019 pandemic on nursing students. The Interpretive Phenomenological Analysis qualitative approach was used to analyze alternative assignments added during the Spring and Summer 2020 courses. Participants included nursing students at the baccalaureate, master, and doctoral levels. Stress and anxiety emerged as the prevalent theme. Fear was the second most prevalent theme; however, no doctoral students cited fear as a concern. All three cohorts cited a sense of duty and dedication to patient care. All of the participants reported similar concerns and emotions that influenced them at the onset of the pandemic. Baccalaureate students' emotions were associated with concerns about working conditions and the safety of themselves and loved ones. The master of nursing students' emotions were reflective of the moral and ethical components of patient care. The doctoral students embodied the transition to advanced nursing practice and implications for future practice. [J Nurs Educ. 2021;60(9):517-521.].