A strategy to facilitate transition from masters degree nursing studies to PhD/doctoral thesis proposal writing

Abstract

Background: Challenges in thesis proposal writing have resulted in doctoral students dropping from research studies resulting in the shortage of doctoral prepared nurses. Impediments include lack of human and non-human resources. Benner’s theory of novice to expert formed the basis for the development of the strategic intervention and action plan to address the challenges and strengths experienced by master’s prepared doctoral students during thesis proposal writing Purpose: The purpose of this research was to develop a strategic intervention and action plan that can be used to assist doctoral students to succeed in thesis proposal writing. Methods: An exploratory mixed-methods approach combining qualitative and quantitative data collection and analysis in four phases was used. In Phase 1 qualitative data from two open-ended questions were used to gather data, combined with literature to develop a questionnaire for Phase 2. A questionnaire was developed from data obtained from Phase 2 as well as a thorough literature review to develop the strategic intervention and Action plan. In Phase 4 the strategic intervention and action plan was validated using the Delphi technique and experts acted as panellists for the validation. Framework: Benner’s novice to expert theoretical framework was adopted for the study because of the assumption that doctoral students need a change of perception and assistance in order to develop critical thinking skills that will enhance the development of research competencies. This framework was used because of its relevance to the study. Research Findings: Competence in doctoral thesis proposal writing is affected by human resources as well as non-human resources. The identified strategic interventions that were included in the action plan were: recruitment of competent supervisors, training and mentoring of new supervisors, achieving of a realistic student/supervisor ratio for supervision of students, timely allocation of supervisors, recruiting of subject librarians and employment of adequate library support, provision of peer support programmes, implementation of a student recruitment and selection plan, provision of student support programmes to enhance research skills and competencies, binding contracts to stipulate students responsibility, provision of adequate research resources, and implementation of a bursary system among others. Conclusion: The strategic intervention and action plan was developed using the input of doctoral nursing students who were in the process of completing their thesis proposal and a thorough literature review. The inclusion of the deans of nursing of universities and universities of technology of South Africa (FUNDISA) will enhance the possibility for the implementation of the strategic intervention and action plan which can contribute to assisting the master’s prepared doctoral students to successfully transition from novice students with little or no research knowledge to competent thesis proposal writers.