Exploring the graduate research experience: Perspectives of PhD Students in a Nursing Program

Abstract

Less than 1% of nurses hold a PhD in nursing, and many who begin these programs do not graduate. PhD-prepared nurses frequently serve in academic roles, educating future nurses and addressing the nursing shortage. This highlights the importance of research focused on supporting student success in PhD programs. At East Carolina University’s (ECU) College of Nursing (CON), PhD students can work as graduate research assistants during their studies. Graduate research assistants collaborate with faculty across different stages of the research process, which can shape their academic and career trajectories. To explore this experience the following research question was developed: how did the experience of serving as a graduate research assistant impact PhD nursing students’ academic progress and nursing career? An explanatory sequential mixed methods design was utilized. Participants completed a demographic questionnaire through REDCap, followed by a virtual focus group conducted via Teams. During qualitative data analysis, holistic coding was used during first cycle coding followed by sub-coding. Six themes evolved while analyzing the data. Academic progress was influenced by opportunities to apply classroom material, fund their education, and receive support from the faculty. Nursing career was influenced by the development of relationships, personalizing their practice as a nurse scientist, and the ability to make informed career decisions post-graduation. These insights could inform strategies to improve PhD student retention and encourage engagement in similar roles post-graduation. Future studies could benefit from examining faculty perspectives on the graduate research assistant program and exploring similar experiences at other institutions.