Comprehensive and qualifying examinations: A qualitative review of
                        APA-accredited doctoral psychology programs.

Self, Kyle J.; Kroke, Phillip; Waters, Andrew J.; Goodie, Jeffrey L.; Bennion, Layne D.

doi:10.1037/tep0000438

Cited by 2 publications

(1 citation statement)

References 32 publications

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“…Results from our study revealed that students were confused about the purpose of current CEs. Actually, the confusion surrounding CEs' purpose is a pressing global issue, because doctoral educators and students in various nursing schools have different understandings of and requirements from CEs [41,42]. CEs were recently introduced as an exploratory training phase of Chinese nursing doctoral programs, where this confusion may be even more pronounced.…”

Section: Discussionmentioning

confidence: 99%

Nursing Doctoral Students’ Experiences of the Courses and Comprehensive Examinations in China: A Mixed-Methods Study

Liu,

Huang,

Wang

et al. 2024

Preprint

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Background Understanding the experiences of doctoral students regarding courses and comprehensive examinations is crucial to enhance the quality of doctoral programs. Scarce information is available on the experiences of nursing doctoral students on the courses and comprehensive examinations in China. The purpose of this study was to understand the nursing doctoral students’ experiences on courses and comprehensive examinations of the doctoral program at Xiangya School of Nursing, Central South University, and propose improvements. Design: A convergent parallel mixed methods design adhering to EQUATOR guidelines for Good Reporting of a Mixed Methods Study. Methods A total of 20 doctoral students were recruited through purposive sampling in September 2022 from the Xiangya School of Nursing, Central South University. They completed the self-designed questionnaire on demographic data, course, and comprehensive examination evaluations and participated in focus groups. Quantitative data were analyzed using descriptive statistics. Qualitative data were recorded and transcribed for content analysis. Results Regarding course experience, doctoral students preferred in-person lectures (80%) and group discussions (60%) for specialized compulsory courses. They were satisfied with the course novelty (85%), difficulty (75%), and practicality (85%), and half of the students found the credit allocation reasonable. The qualitative findings revealed their preference for appropriate and mixed teaching methods, more interdisciplinary courses, statistics, and inter-school collaborative courses, accessible Nursing Philosophy and Theory courses, and higher proportion of compulsory course credits. Regarding comprehensive examination experience, only 20% considered it necessary, and qualitative data revealed that they prefer more distinctive and effective contents; moreover, students were confused about the purpose of comprehensive examinations. The triangulation of quantitative and qualitative data demonstrated relative convergence. Conclusions These findings illustrated nursing doctoral students' experiences on courses and comprehensive examinations and provide suggestions on improving the courses and comprehensive examinations in China and possibly in the world. This study contributes to improving the quality of nursing doctoral programs in China and can serve as valuable guidance for nursing doctoral programs with similar educational environment around the world that are undergoing course and comprehensive examination reform.

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Section: Discussionmentioning

confidence: 99%

Nursing Doctoral Students’ Experiences of the Courses and Comprehensive Examinations in China: A Mixed-Methods Study

Liu,

Huang,

Wang

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

The graduate school guide: How to prepare for the qualifying exam and assemble a thesis/graduate committee

Rogers,

Kirabo,

McReynolds

et al. 2024

Journal Cellular Physiology

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Qualifying exams and thesis committees are crucial components of a PhD candidate's journey. However, many candidates have trouble navigating these milestones and knowing what to expect. This article provides advice on meeting the requirements of the qualifying exam, understanding its format and components, choosing effective preparation strategies, retaking the qualifying exam, if necessary, and selecting a thesis committee, all while maintaining one's mental health. This comprehensive guide addresses components of the graduate school process that are often neglected.

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Comprehensive and qualifying examinations: A qualitative review of APA-accredited doctoral psychology programs.

Cited by 2 publications

References 32 publications

Nursing Doctoral Students’ Experiences of the Courses and Comprehensive Examinations in China: A Mixed-Methods Study

Nursing Doctoral Students’ Experiences of the Courses and Comprehensive Examinations in China: A Mixed-Methods Study

The graduate school guide: How to prepare for the qualifying exam and assemble a thesis/graduate committee

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