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Challenges in postgraduate research supervision in nursing education: Integrative review
Journal Pre-proof Challenges in postgraduate research supervision in nursing education: Integrative review
Claudine Muraraneza, Bvumbwe
Ntombifikile
Mtshali,
Thokozani
PII:
S0260-6917(19)30880-9
DOI:
https://doi.org/10.1016/j.nedt.2020.104376
Reference:
YNEDT 104376
To appear in:
Nurse Education Today
Received date:
7 June 2019
Revised date:
24 December 2019
Accepted date:
15 February 2020
Please cite this article as: C. Muraraneza, N. Mtshali and T. Bvumbwe, Challenges in postgraduate research supervision in nursing education: Integrative review, Nurse Education Today(2020), https://doi.org/10.1016/j.nedt.2020.104376
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© 2020 Published by Elsevier.
Journal Pre-proof CHALLENGES IN POSTGRADUATE RESEARCH SUPERVISION IN NURSING EDUCATION: INTEGRATIVE REVIEW Claudine Muraraneza (RN, MNE, Ph.D.)1, Ntombifikile Mtshali (RN, MNE, Ph.D.)1 and Thokozani Bvumbwe (RN, MCHN, Ph.D.)2 1
2
School of Nursing and Public Health, University of KwaZulu-Natal, South Africa Faculty of Health Sciences, Mzuzu University, Malawi
Dr Claudine Muraraneza: Postdoctoral Fellow. Email: [email protected]
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Professor Ntombifikile Mtshali: Academic Leader and Postgraduate Coordinator.
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Email: [email protected]
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Dr Thokozani Bvumbwe: Dean of Health Sciences. Email: [email protected]
Study design: CM
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Authors’ contribution:
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Data collection: CM, TB
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Quality check of included studies: CM, TB Data analysis: CM, NM
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Manuscript writing: CM Critical revisions for important intellectual content: CM, NM, TB
Funding:
This a part of postdoctoral study for the first author under the scholarship of Research office, College of Health Sciences, University of KwaZulu-Natal. Conflict of interest: there is no conflict of interest
Journal Pre-proof Abstract Aim: To investigate challenges associated with postgraduate research supervision in nursing education and possible implications for improvement efforts. Background: Postgraduate researchbased programs in nursing education are particularly new compared to other professions. Anecdotal notes from nursing education stakeholders indicate that postgraduate research supervision encounters numerous challenges, with negative consequences for the nursing profession and for society. Method: Integrative review that combines empirical and theoretical evidence was used to obtain a comprehensive picture of challenges in the supervision of postgraduate research. Data sources: EBSCOhost; Science Direct; Google Scholar. Review methods: The quality of included
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studies was appraised using the Mixed Method Appraisal Tool for quantitative, qualitative and
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mixed-method studies. Two reviewers extracted data and did quality appraisal. Analysis: Inductive content analysis was used to analyse extracted data from included studies. Results: Seven studies
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were included. Three main categories of challenges associated with (a) institutional context, (b) research supervisors, and (c) postgraduate students. Discussion: Institutional context challenges
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were lack of clear guidelines for nursing schools, limited pool of appropriate research supervisors, and recruitment of many postgraduate students leading to mismatch, confusion and limited support.
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Research supervisors are insufficiently prepared, predominantly use traditional face-to-face method, and provide inconsistent feedback. Postgraduate students are inadequately prepared and are mostly
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full-time employed. Conclusion: Many challenges continue to beset postgraduate research supervision in nursing discipline, with negative consequences for the quality of graduates and the
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quality of their research output. The implication for nursing policy: To generate useful knowledge and increase the number of motivated nursing scholars, challenges associated with postgraduate research supervision need to be addressed, with emphasis on formal training for research supervisors and development of clear guidelines for postgraduate research supervision and for recruitment of postgraduate students.
Keywords: Nursing, postgraduate, research-based program, research supervision
1. Background Nurses are encouraged to produce research through postgraduate research-based programs that expand the body of knowledge, and indeed to progress from contributor to leadership involvement in the research (Braidford & Terry, 2017). Postgraduate research-based program known as higher degree research is a postgraduate university degree involving a unique supervised research project which might be a masters by research or a doctorate program (James Cook University, 2019). Blass,
Journal Pre-proof Jasman, and Shelley (2012) make the point that postgraduate students are the most important source of future contribution to the development of knowledge. With appropriate supervision of postgraduate research students, scholarship capability should be acquired as characterised by confidence, willingness to share research expertise with others, lifelong learning skills (Riley & Beal, 2013), commitment and independence to pursue a research career (Bøgelund, 2015). Achieving these aims requires commitment from both postgraduate students and supervisors, and expectations should be clear from the beginning and continue throughout the process. Friedrich-Nel and Mackinnon (2013) emphasise that postgraduate students need to be respected as colleagues to promote a conducive environment for learning. A safe learning environment allows the students to
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grow and develop with through the freedom to challenge their supervisors in an equal power
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relationship (Friedrich-Nel & Mackinnon, 2013). According to Woolderink, Putnik, van der Boom, and Klabbers (2015), a successful learning trajectory is fostered by personality, knowledge, skills,
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communication, and coaching from both students and supervisor perspectives.
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Effective postgraduate research supervision remains a concern at universities worldwide (Manyike, 2017) and scholars have highlighted a number of different challenges associated with postgraduate
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research supervision that negatively affect the process and the outcomes. A study conducted in Germany found that both medical students and supervisors were ill-equipped for their roles, leading
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to a high dropout rate (Can, Richter, Valchanova, & Dewey, 2016). Supervisors are also under pressure to assist students in timely completion of theses, which may override the development of the student as a researcher (Carter & Kumar, 2017). Similarly, it has been argued that poor research
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supervision and limited feedback and support to postgraduate students contribute to the delay or the non-completion of studies (Lategan, 2014). Some supervisors provide specific outcomes to be attained and communicate them to their students without providing them opportunities to articulate and transfer their expectations (Friedrich-Nel & Mackinnon, 2013). Supervisors sometimes give feedback that fails to address the student’s concerns or they hesitate to give rigorous feedback, potentially demotivating for both the student and the supervisor (Carter & Kumar, 2017). Nkoane (2013) cautions supervisors not to treat the student as an object since both have a role to play in construction of new knowledge. Many countries still have poor health systems in which there are not enough nursing staff with the advanced research skills needed to generate health initiatives (Bruce, Dippenaar, Schmollgruber, Mphuthi, & Huiskamp, 2017). There is an increasing need for competent researchers nationally and internationally, as noted by Roets, Botha, and van Vuuren (2017). Responsively, a growing number of nursing students in research-based programs at postgraduate level is apparent (Kim, Park, McKenna,
Journal Pre-proof Ketefian, Park, Klopper et al., 2015; Volkert, Candela, & Bernacki, 2018). Furthermore, universities are being pressured by the governments to increase throughput, for which guidance of supervisors is crucial in trying to produce competent graduates in a shorter time period (Manyike, 2017). Lack of opportunities for nursing academics and increased competition for research funding makes it difficult for nurses to pursue a research career (Hafsteinsdóttir, van der Zwaag, & Schuurmans, 2017). Furthermore, the quality of doctoral nursing programs is compromised by inadequate resources and the quality of mentorship and guidance to students (Kim et al., 2015). For example, a study in Australia by Abigail and Hill (2015) reported that although only 0.3% of registered nurses were studying in a research-based degree programs, there was, nonetheless, an urgent need for
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more nurse researchers able to develop professional research capacity. Furthermore, although
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doctoral holders are qualified for teaching in the university setting, lack of formal teaching courses in doctoral programs means that many nurse educators with PhDs are not ready to meet the demand
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(Bullin, 2018).
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Against this background, the aim of this review was to investigate challenges associated with postgraduate research supervision in nursing education, their implications and possible solutions for
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improvement. The three research questions guiding the review were as follows:
1. What are the challenges in postgraduate research supervision in nursing education?
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2. What are the consequences of challenges associated with postgraduate research supervision in nursing education?
2. Method
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3. What are the possible solutions to improve postgraduate research supervision?
An integrative review summarizes results from different studies that have been conducted on a particular phenomenon in order to answer research questions (Crossetti, 2012). According to Whittemore and Knafl (2005), this approach enables the combination of diverse methodologies for a full understanding of the phenomenon and its potential for a greater role in evidence-based practice in nursing. The same authors mentioned that a well-done integrative review contributes to theory development with direct applicability to practice and policy. The process outlined by Whittemore and Knafl (2005) was followed and incorporated in the following stages: problem identification, literature search, data evaluation, data analysis, and presentation. This integrative review accordingly enabled the development of theory related to postgraduate research supervision in nursing education to inform initiatives for improvement and re-formulation of high education policy.
Journal Pre-proof 2.1 Data sources Three main databases were used to find resources: EBSCOhost, SCIENCE DIRECT and GOOGLE SCHOLAR. In EBSCOhost, the researcher used Academic Search Complete, Cumulative Index of Nursing and Allied Health Literature (CINAHL), Education Source, ERIC, Health Sources: Nursing/Academic Edition, MEDILINE with full text, and PsycARTICLES, covering the period 2009 to 2018. 2.2 Review methods The initial screening of titles and abstracts was conducted independently by two experienced researchers. All articles fulfilling the criteria were then read in full by two researchers.
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Disagreements were discussed for final decision before the article could be included or excluded.
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Inclusion criteria
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The integrative review included studies on postgraduate research supervision in nursing education conducted between 2009 and 2018, published in English and confined to primary studies.
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2.3 Assessment of quality risk of bias in included studies
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The quality of included empirical studies was appraised by using the Mixed Method Appraisal Tool (Hong et al., 2018). Two reviewers independently assessed quality of included studies and any disagreement was solved by consensus. No study was excluded, as all were published in peer-
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reviewed journals and subject to blind review; seven empirical studies were included in the
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integrative review [See TABLE 1].
2.4 Data extraction and management
Data extraction was performed by two independent reviewers, using Google Forms. Inconsistencies were managed by consensus. 2.5 Analysis Inductive content analysis was used to analyse data extracted from the seven included studies. According to Elo and Kyngäs (2008), inductive content analysis is used for qualitative and quantitative data through application of inductive reasoning in preparing, organizing and reporting data. Inductive analysis is appropriate when existing knowledge is insufficient and fragmented (Lauri and Kyngas cited in Elo & Kyngäs, 2008).The process was accomplished through open coding, coding sheets, grouping, categorization and abstraction to develop a conceptual map by filtering data into
Journal Pre-proof fewer content-related categories (Elo & Kyngäs, 2008). Open coding was used to create categories and abstractions (Elo & Kyngäs, 2008).
3. Results 3.1 Description of eligible studies: The study search yielded twenty-eight records. Eleven records came from EBSCOhost, eight from SCIENCE DIRECT and nine from GOOGLE SCHOLAR. Of the twenty-eight records initially obtained after using search for titles, four were excluded because they were irrelevant to the current review, two were systematic reviews, one was a duplicate and the one study was not in English.
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Twenty full articles were then reviewed. Eight studies without aspect of research supervision were
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rejected, another two were also excluded because they were not primary records and three were about coursework masters degree [See FIGURE 1].
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The studies were grouped by the type of study design used. Four studies used a qualitative design (Lee, 2009; Naidoo & Mthembu, 2015; Roets, Botha and van Vuuren, 2017; van Wyk, Coetzee,
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Havenga, & Heyns, 2016). Two study used mixed-method design (Geraghty & Oliver, 2018;
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Severinsson, 2012). Only one study used a quantitative design (Volkert et al., 2018). Studies were grouped by study setting [country]: (1) three studies were done in South Africa (Naidoo
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and Mthembu, 2015; Roets et al., 2017; and van Wyk, et al., 2016); (2) one study from Australia (Geraghty & Olivier, 2018); (3) one from Great Britain (Lee, 2009); (4) one from Norway (Severinsson,
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2012); and (5) one study conducted in the United States (Volkert et al., 2018) [See TABLE 2].
3.2 Challenges in postgraduate research supervision in nursing education The identified challenges were grouped into three main categories associated with: (1) institutional context, (2) research supervisors, and (3) postgraduate students [See FIGURE 2].
Institutional challenges Three areas of concern emerged in the category of challenges related to institutional context: (a) lack of guidelines for postgraduate research supervision (b) limited pool of appropriate research supervisors, and (c) recruitment of high numbers of postgraduate students The review identified three studies relating to lack of guidelines for postgraduate research supervision: Naidoo and Mthembu (2015) reported absence of clear guidelines to facilitate successful research supervision, Roets et al. (2017) found that there was a lack of information regarding the scope of postgraduate studies, and van Wyk (2016) reported that postgraduate nursing students get little guidance from their research supervisors during research supervision.
Journal Pre-proof The review revealed concerns that nursing schools have a limited pool of appropriate research supervisors and that they do not provide opportunity for postgraduate students to negotiate the right supervisors for themselves (Geraghty & Olivier, 2018). This frequently leads to a mismatch between supervisory styles and students’ needs in the program (Lee, 2009). A further concern that was identified in the review was recruitment of high numbers of postgraduate students (Naidoo & Mthembu, 2015) with limited numbers of research supervisors who also have other teaching responsibilities (van Wyk, et al., 2016).
Challenges related to research supervisors
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Findings in relation to research supervisors highlighted concerns with (a) insufficient preparation of research supervisors, (b) power relations among supervisors, (c) preponderance of traditional
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method of research supervision, and (d) inconsistent feedback.
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Postgraduate research supervisor are insufficiently prepared, as found by Roets et al. (2017), while Naidoo and Mthembu (2015) found that research supervisors lacked knowledge on how to conduct
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effective postgraduate research supervision, giving rise to anxiety and loss of confidence among
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supervisors. It was found that supervisors felt overwhelmed by the task, particularly when under pressure to accelerate graduate throughput (Naidoo & Mthembu, 2015). Further, research supervisors tend to model their supervisory practice on their own experience as students (Lee,
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2009). Another reported challenge is the different expectations between students and supervisors
2018).
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which increase levels of stress in students, potentially leading to intents to leave (Volkert et al.,
Power relationships among supervisors have reportedly been a problem when a postgraduate student is allocated more than one research supervisor. Geraghty and Olivier (2018) found that supervisors in these circumstances tended to give conflicting advice to postgraduate students, and van Wyk et al. (2016) likewise noted that dissent between supervisors potentially led to confusion for postgraduate students. Continued predominant use of traditional method of research supervision despite inadequate availability of supervisors, was reported as a problem by Geraghty and Olivier (2018). Traditional method of postgraduate research supervision emphazes face-to-face meetings between the postgraduate student and the research supervisor with no or fewer opportunities for online communication such as email, skype, zoom, etc. Inconsistent feedback was reported as another problem in postgraduate research supervision. Roets et al. (2017) found that this was a problem related to high workload, and other studies confirmed
Journal Pre-proof that proper feedback was not possible with many students to supervise and too many teaching obligations (Naidoo and Mthembu, 2015; van Wyk, et al., 2016). Postgraduate student challenges Three problem areas for supervision were in relation to postgraduate students themselves: (a) inadequate preparation, (b) limited support from research supervisors and (c) full-time employment. Inadequate preparation for postgraduate studies was highlighted as a challenge for successful research supervision. Students are not equipped with critical thinking skills (Roets, et al.,2017) required to successfully pursue research-based high degree programs in nursing. Weakness in critical
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thinking, issues in cultural dynamics, and low level of language proficiency constitute barriers to learning and communication (Roets et al., 2017). Inadequate computer literacy and inability to
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search articles were reported by Geraghty and Olivier (2018).
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It was found that postgraduate students get limited support from research supervisors during the research process, including the writing phase (Geraghty & Olivier, 2018). Further, postgraduate
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students are regarded as autonomous and independent whereas they still need help and support to
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develop critical thinking and academic writing skills (Lee, 2009). Postgraduate nursing students are mostly full-time employed (Geraghty & Olivier, 2018) sometimes
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outside academic institutions with no or poor collaboration between their work places and universities. With limited support, the students express joyless journey (Geraghty & Olivier, 2018).
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Problem encountered include balancing academic requirements and other responsibilities for quality research supervision (Severinsson, 2012). Severinsson, (2012) reported, however, that mature students consider motivation, counselling and non-academic matters as less important.
Discussion and interpretation of conceptual system The findings in this review revealed challenges and consequences of postgraduate research supervision in nursing education. The challenges were grouped into three main categories: challenges related to (1) institutional context, (2) research supervisors and (3) postgraduate students [See FIGURE 2]. In regard to institutional context, identified challenges in this review were (a) lack of guidelines for postgraduate research, (b) limited pool of appropriate research supervisors and (c) recruitment of high number of postgraduate students. Academic leaders need to pay attention to these challenges because they negatively affect the quality of postgraduate research supervision and the throughput for nursing graduates. In line with this, Can et al. (2016) found that the majority of postgraduate
Journal Pre-proof dropouts were due to the research supervision. Without guidelines, it is difficult for both students and research supervisors to know what is expected of them, leading to confusion, limited support, and anxiety. The guidelines need to be clear and should indicate processes and responsibilities for postgraduate students and research supervisors. Further, these guidelines should be emphasised in orientation programs at the beginning of each new academic year and in meetings and workshops during the research supervision process. When there is a limited pool of appropriate research supervisors, postgraduate nursing students lack the opportunity to choose the right supervisor (Geraghty & Olivier, 2018), with high risk of mismatch between supervisory styles, students’ needs and the requirements of the program (Lee, 2009). This
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could be a consequence of increased recruitment of students (Naidoo and Mthembu, 2015; Van
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Wyk, et al., 2016), with a limited number of research supervisors who are overloaded with teaching responsibilities. This problem might be exacerbated by funding frameworks for public tertiary
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institutions that benefit from recruiting more postgraduate students (Styger & Heymans, 2015). This was a problem highlighted also by Horiuchi (2013), who states that the increased number of doctoral
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nursing programs raises serious concerns regarding inadequate faculty numbers in various nursing specialties. Mismatch lead to dissatisfaction for both students and supervisors (Lee, 2009) and
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failure to produce skilled researchers motivated to continue producing new knowledge after graduation (Roets et al., 2017). Strong tracking systems are needed to monitor postgraduate
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students’ progress and recruitment based on available research supervisors. Concerning research supervisors, challenges were (a) inadequate preparation of research
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supervisors, (b) power relations among supervisors, (c) predominant use of face-to-face supervision, and (d) inconsistent feedback.
The review reportedly found that research supervisors were inadequately prepared, leading to lack of confidence during research supervision process, and those supervisors tend to model their practice on their own experience as students when they were exposed to a traditionally vertical teaching relationship in which the research supervisor had the dominant role. In line with this, Ghadirian, Sayarifard, Majdzadeh, Rajabi, and Yunesian (2014) found that postgraduate students were dissatisfied with research supervisors’ insufficient research methodologies and paper writing skills.
Today, what is called for in postgraduate research
supervision is a horizontal, collaborative relationship appropriate for mature students who have significant experience on their own (Muraraneza & Mtshali, 2018). Formal training of research supervisors in nursing education is recommended with focus on facilitation of adult students to address these challenges.
Journal Pre-proof Power relationships between main research supervisor and co-supervisor emerged as a challenge, with conflicting feedback given to students who may be underprepared for postgraduate studies. This indicates absence of teamwork and collaboration among research supervisors. Today, the interprofessional research supervision can be a valuable asset in postgraduate research supervision. In addition, interprofessional collaboration between research supervisors widens the range of possible research methodologies such as systematic review methodology, which Ten Ham-Baloyi and Jordan (2016) single out as an important mode of enquiry not sufficiently recognised by research supervisors in South African nursing education. Research supervisors’ predominant preference for face-to-face supervision disadvantages part-time
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students and fails to make appropriate use of technology. Research supervisors emphasise face-to-
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face meetings with postgraduate students with no or fewer opportunities for online communication. For many postgraduate students this prevents timely completion of their degrees, leading to an
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increased workload for already overloaded research supervisors (Muraraneza, Mtshali & Mthembu, 2016). Research supervisors, therefore, need to embrace online postgraduate research supervision
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through the use of videocasts and podcasts in preparation for their supervisory role. Online research supervision is defined as communication and discussions between student and supervisor with pre-
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Mohamad, 2018).
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defined goals through active participation and interaction using online means (Al-Shahrani &
In regard to challenges facing postgraduate students, challenges in this review were (a) inadequate
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preparation, (b) limited support from research supervisors and (c) being in full-time employment. The review found that postgraduate nursing students were reportedly underprepared for the postgraduate programs they were registered. While being expected at postgraduate level to produce high-quality research output with publications, some were still struggling with academic writing. Postgraduate students experience difficulties in research methods (Can et al., 2016). Thus, there a need to offer preparatory advanced research methods courses especially for full researchbased doctoral and masters’ programs. Limited support from research supervisors often means that it takes them a long time to complete the degree; many fail to publish their work and may develop a negative attitude toward research. According to Thompson, Kirkman, Watson, and Stewart (2005), rigorous selection of research students is crucial. Gu, Levin, and Luo (2018) note that students’ future career expectations may well change over time and are likely to be influenced by the degree program itself and by the relationship between student and supervisor. The best-prepared postgraduate students are mature students able to find strategies for themselves in dealing with
Journal Pre-proof challenges (e.g. using peer support and attending research workshops) so that they can complete their degrees on time and with publications. A further challenge from the review was the frequent situation of postgraduate nursing students being in full-time employment outside the academic institution. Because of the burden of responsibilities in their full-time employment, these students have difficulty finding time to consolidate and engage in the research enterprise. This pressures them to settle for purely informative learning in which they are content simply to obtain their postgraduate certificates and thereby fulfil their workplace requirements. It is nonetheless possible for postgraduate research supervision to transform students into independent researchers who can influence changes in the
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workplace through evidence-driven decisions. Conti and Visentin (2015) argue that research-based
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programs provide opportunities to engage in leadership and policy-making and enhance teaching, research, and clinical practice. According to Gu et al. (2018), the aim should be “cultivation of
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versatile experts” rather than simply “reproduction of academic successors”.
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Conclusion
Challenges in postgraduate research supervision in nursing education are related to institutional
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context, the research supervisors, and the postgraduate students themselves. Consequences include limited support from research supervisors to postgraduate students, leading to lack of interest in
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research and publication. This review highlights a need for in-depth investigation into the phenomenon of postgraduate research supervision in nursing discipline, especially in the African
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context where research-based programs in nursing are still fragile and struggling.
Implications for nursing policy
To make sure that useful knowledge is being produced for evidence-based practice and to increase the number of motivated nursing scholars, challenges associated with postgraduate research supervision need to be addressed with particular emphasis on formal training for research supervisors, development of clear guidelines for postgraduate research supervision, strong tracking systems for student progress, and recruitment of postgraduate nursing students.
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through critical emancipatory research. TD: The Journal for Transdisciplinary Research in Southern Africa, 9(3), 393-400.
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Riley, J. M., & Beal, J. A. (2013). Scholarly nursing practice from the perspectives of earlycareer nurses. Nursing Outlook, 61(2), e16-e24. doi:10.1016/j.outlook.2012.08.010 Roets, L., Botha, D., & van Vuuren, L. (2017). The research supervisor’s expertise or postgraduate student preparedness: Which is the real concern? Africa Journal of Nursing and Midwifery, 19(2), 1-10. Severinsson, E. (2012). Research supervision: Supervisory style, research‐ related tasks, importance and quality—Part 1. Journal of Nursing Management, 20(2), 215-223. doi:10.1111/j.1365-2834.2011.01361.x Styger, A., & Heymans, A. (2015). Government funding framework for south african higher education institutions. South African Journal of Higher Education, 29(2), 260-278. doi:https://doi.org/10.20853/29-2-470
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nursing
education.
Health
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Gesondheid,
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120-128.
doi:https://doi.org/10.1016/j.hsag.2015.08.002 Thompson, D. R. d. c. e. h., Kirkman, S., Watson, R., & Stewart, S. (2005). Improving research supervision in nursing. Nurse Education Today, 25(4), 283-290. doi:10.1016/j.nedt.2005.01.011 van Wyk, N. C., Coetzee, I. M., Havenga, Y., & Heyns, T. (2016). Appreciation of the research supervisory relationship by postgraduate nursing students. International Nursing Review, 63(1), 26-32. doi:10.1111/inr.12202
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Volkert, D., Candela, L., & Bernacki, M. (2018). Student motivation, stressors, and intent to
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leave nursing doctoral study: A national study using path analysis. Nurse Education Today, 61, 210-215. doi:10.1016/j.nedt.2017.11.033
Of
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52(5),
546-553.
doi:https://doi.org/10.1111/j.1365-
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2648.2005.03621.x
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Whittemore, R., & Knafl, K. (2005). The integrative review: updated methodology. Journal
Woolderink, M., Putnik, K., van der Boom, H., & Klabbers, G. (2015). The voice of PhD
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candidates and PhD supervisors. A qualitative exploratory study amongst PhD candidates and supervisors to evaluate the relational aspects of PhD supervision in the International
Journal
na
Netherlands.
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doi:https://doi.org/10.28945/2276
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Doctoral
Studies,
10(1),
217-235.
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Figure 1. Table of search
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Figure 2: Conceptual system of challenges associated with postgraduate research supervision in nursing education
Journal Pre-proof Table 1. QUALITY CHECK USING MMAT 2018 VERSION Study title authors and year
Type of method s
Y e s
Methodological quality
In the shadow of the ivory tower: 1 Experiences of
Mixed method
Is the mixed methods research design relevant to address the
midwives and nurses undertaking PhDs
aspects of the mixed methods question (or objective)?
Geraghty, S. & Oliver, K.(2018)
Is the integration of qualitative and quantitative data
ro
-p
Qualitat ive
Y e s
Y e s
Lee, N. J.(2009)
the research question (objective)? Is the process for analysing qualitative data relevant to
na
student and supervisor experiences
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address the research question (objective)? Is appropriate consideration given to how findings relate to the context, e.g., the setting, in which the data were collected? Is appropriate consideration given to how findings relate to researchers’ influence,through their interactions with participants?
An exploration of the experiences and 3 practices of nurse academics regarding postgraduate research supervision at a South African university Naidoo, J. R. & Mthembu, S. Z. (2015)
Qualitat ive
Both students and supervisors were Y e s
engaged
Y e s
Y e s
Y e s
Y e s
Is the process for analysing qualitative data relevant to address the research question (objective)?
both narratives and qualification of
experience
Are the sources of qualitative data relevant to address the research question (objective)?
and quantitative questions The mixed method was relevant to solicit
Y e s
Are the sources of qualitative data relevant to address
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Professional doctorate 2 supervision: Exploring
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with this integration of data in a triangulation design?
Comments
The study answers to both qualitative
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relevant to address the research question (objective)? Is appropriate consideration given to the limitations associated
C N an o 't tel l
The research gave detail of how bias was reduced considering respondents were being evaluated
Y e s
Journal Pre-proof Is appropriate consideration given to how findings relate to the context, e.g., the setting, in which the data were collected? Is appropriate consideration given to how findings relate to researchers’ influence,through their interactions with participants? The research supervisor’s expertise 4 or
Qualitat ive
Are the sources of qualitative data relevant to address the research question (objective)? Is the process for analysing qualitative data relevant to
ro
address the research question (objective)? Is appropriate consideration given to how findings relate to
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Roets, L. et al. (2017)
Mixed method
aspects of the mixed methods question (or objective)? Is the integration of qualitative and quantitative data
and quality – part 1
relevant to address the research question (objective)? Is appropriate consideration given to the limitations associated
Severinsson, E. (2012)
with this integration of data in a triangulation design? Appreciation of the 6 research supervisory relationship by postgraduate nursing students
van Wyk, N. C. et al. (2016)
Y e s
Qualitat ive
Supervisor could also provide rich feedback on students experiences with research supervision
Y e s
Y e s
Y e s
Is the mixed methods research design relevant to address the
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research-related tasks, importance
na
lP
re
the context, e.g., the setting, in which the data were collected? Is appropriate consideration given to how findings relate to researchers’ influence,through their interactions with participants?
Research supervision: 5 supervisory style,
Y e s
of
postgraduate student preparedness: which is the real concern?
Y e s
Y e s
Y e s
Y e s
Are the sources of qualitative data relevant to address the research question (objective)? Is the process for analysing qualitative data relevant to address the research question (objective)?
Y e s
18 post graduates students with 1 year of experience with research supervision were engaged.
Y e
Journal Pre-proof s Is appropriate consideration given to how findings relate to the context, e.g., the setting, in which the data were collected? Is appropriate consideration given to how findings relate to researchers’ influence,through their interactions with participants?
Quantita ve
The sample and sampling were relevant
Is the sampling strategy relevant to address the quantitative
nursing doctoral study: A national study
research question?
Is the sample representative of the population under study?
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using path analysis
Y e s
Y e s Y e s
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Student motivation, stressors, and intent to 7 leave
Y e s
indicated
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Are measurements appropriate (clear origin, or validity known,
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na
lP
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or standard instrument)? Is there an acceptable response rate (60% or above)?
Y e s Ca n't tel l
The total number of population (doctoral nursing students) was not indicated
Journal Pre-proof Table 2. DATA EXTRACTION Authors, date and
Research design and
Purpose
Country
Main findings
technique To understand the experiences of
Mixed method and non
Oliver, K.(2018)
nurses and midwives in order to
experimental design with
16 registered nurses and midwives enroled in doctoral
purposive sampling
program at one university
Australia
identify challenges, possible recommendations and strategies
To explore supervisors and students perceptions and experiences of research supervision in a professional doctorate
Qualitative approach using explanatory and descriptive
No opportunity to negociate right right supervisor; Availability of research supervisors rends face to face model of supervision inapropriate; Inconsistant feedback (long without being in clinical) with conflicting advise (more supervisors); Unhelpful and unjoyable journey due to full-time job with poor support from supervisors and lack of support in publishing findings
Naidoo, J. R. 3 & Mthembu, S. Z. (2015)
South Africa
Mismatch between supervision styles with the students'
5 research supervisors
needs and the program; Supervisors consider the
re
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program
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Greit Britain
15 doctoral students
students as autonomous and independents while the students want help and support to develop critical thinking and critical writing skills; The supervisors tend to model their supervision practices own personal
approaches
na
Lee, N. 2 J.(2009)
-p
ro
of
Geraghty, S. 1 &
Population and sample
experiences
To explore and describe current practices and experiences of nurse academics regarding postgraduate
Descriptive exploratory design using in deph interviews and a self
research supervision
reported questionnaire
12 nurse academics involved in postgraduate research supervision
Research supervisors perceive the task as an overhelming task causing them fear and loss of confidence; Feeling of fearful with expectation of accelerated graduate throughput; No clear guidelines to facilitate successful research supervision with lack of knowledge on how to effectively fulfil this role; Beside teaching, a supervisor is allocated many postgraduate students to supervise
Journal Pre-proof
Qualitative approach using
Eleven research
nominal group technique
supervisors
To examine postgraduate students and
A descriptivecorrelational
15 postgraduate students and
academic nurse supervisors's views of
design with inferential
research supervisors
Norway
research supervision
statistics
van Wyk, N. 6 C.
To explore the aspect of the supervisory relationship among postgraduate nursing students at a selected university in South
Group interviews
4 Roets, L.
et al. (2017)
To identify the problems the research supervisors experience with regard to postgraduate research supervision
7 Volkert, D. et al. (2018)
United states
Africa
lP
ro 18 postgraduate nursing students
na
South Africa
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et al. (2016)
re
-p
Severinsson, 5 E. (2012)
To examine how the effects of environmental stressors predict students' intent to leave doctoral nursing programs at national level
Descriptive survey design and inferential statistics
supervisors; high workload; students lack of critical thinking and level of language proficiency of students. lack of information regarding the scope of postgraduate studies by the students
Both students and supervisors are challenged by balancing academic requirements and praxis for quality research supervision, motivation, counselling and non-academic matter were less important
of
South Africa
Inadequate preparation for
835 doctoral nursing students
Litle or absence of guidence to postgraduate students; Same supervisory style is used by the supervisors while challenging circumstances differ; Domination while more than one supervisors leading to confusion for the students Proper feedback is not possible; Many students to supervise and too many teaching obligations Diffrent expectations between doctoral student and advisor increase lead to high amount of stress for student and increase the intention to leave.
Figure 1
Figure 2
Claudine Muraraneza, Bvumbwe
Ntombifikile
Mtshali,
Thokozani
PII:
S0260-6917(19)30880-9
DOI:
https://doi.org/10.1016/j.nedt.2020.104376
Reference:
YNEDT 104376
To appear in:
Nurse Education Today
Received date:
7 June 2019
Revised date:
24 December 2019
Accepted date:
15 February 2020
Please cite this article as: C. Muraraneza, N. Mtshali and T. Bvumbwe, Challenges in postgraduate research supervision in nursing education: Integrative review, Nurse Education Today(2020), https://doi.org/10.1016/j.nedt.2020.104376
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© 2020 Published by Elsevier.
Journal Pre-proof CHALLENGES IN POSTGRADUATE RESEARCH SUPERVISION IN NURSING EDUCATION: INTEGRATIVE REVIEW Claudine Muraraneza (RN, MNE, Ph.D.)1, Ntombifikile Mtshali (RN, MNE, Ph.D.)1 and Thokozani Bvumbwe (RN, MCHN, Ph.D.)2 1
2
School of Nursing and Public Health, University of KwaZulu-Natal, South Africa Faculty of Health Sciences, Mzuzu University, Malawi
Dr Claudine Muraraneza: Postdoctoral Fellow. Email: [email protected]
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Professor Ntombifikile Mtshali: Academic Leader and Postgraduate Coordinator.
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Email: [email protected]
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Dr Thokozani Bvumbwe: Dean of Health Sciences. Email: [email protected]
Study design: CM
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Authors’ contribution:
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Data collection: CM, TB
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Quality check of included studies: CM, TB Data analysis: CM, NM
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Manuscript writing: CM Critical revisions for important intellectual content: CM, NM, TB
Funding:
This a part of postdoctoral study for the first author under the scholarship of Research office, College of Health Sciences, University of KwaZulu-Natal. Conflict of interest: there is no conflict of interest
Journal Pre-proof Abstract Aim: To investigate challenges associated with postgraduate research supervision in nursing education and possible implications for improvement efforts. Background: Postgraduate researchbased programs in nursing education are particularly new compared to other professions. Anecdotal notes from nursing education stakeholders indicate that postgraduate research supervision encounters numerous challenges, with negative consequences for the nursing profession and for society. Method: Integrative review that combines empirical and theoretical evidence was used to obtain a comprehensive picture of challenges in the supervision of postgraduate research. Data sources: EBSCOhost; Science Direct; Google Scholar. Review methods: The quality of included
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studies was appraised using the Mixed Method Appraisal Tool for quantitative, qualitative and
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mixed-method studies. Two reviewers extracted data and did quality appraisal. Analysis: Inductive content analysis was used to analyse extracted data from included studies. Results: Seven studies
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were included. Three main categories of challenges associated with (a) institutional context, (b) research supervisors, and (c) postgraduate students. Discussion: Institutional context challenges
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were lack of clear guidelines for nursing schools, limited pool of appropriate research supervisors, and recruitment of many postgraduate students leading to mismatch, confusion and limited support.
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Research supervisors are insufficiently prepared, predominantly use traditional face-to-face method, and provide inconsistent feedback. Postgraduate students are inadequately prepared and are mostly
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full-time employed. Conclusion: Many challenges continue to beset postgraduate research supervision in nursing discipline, with negative consequences for the quality of graduates and the
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quality of their research output. The implication for nursing policy: To generate useful knowledge and increase the number of motivated nursing scholars, challenges associated with postgraduate research supervision need to be addressed, with emphasis on formal training for research supervisors and development of clear guidelines for postgraduate research supervision and for recruitment of postgraduate students.
Keywords: Nursing, postgraduate, research-based program, research supervision
1. Background Nurses are encouraged to produce research through postgraduate research-based programs that expand the body of knowledge, and indeed to progress from contributor to leadership involvement in the research (Braidford & Terry, 2017). Postgraduate research-based program known as higher degree research is a postgraduate university degree involving a unique supervised research project which might be a masters by research or a doctorate program (James Cook University, 2019). Blass,
Journal Pre-proof Jasman, and Shelley (2012) make the point that postgraduate students are the most important source of future contribution to the development of knowledge. With appropriate supervision of postgraduate research students, scholarship capability should be acquired as characterised by confidence, willingness to share research expertise with others, lifelong learning skills (Riley & Beal, 2013), commitment and independence to pursue a research career (Bøgelund, 2015). Achieving these aims requires commitment from both postgraduate students and supervisors, and expectations should be clear from the beginning and continue throughout the process. Friedrich-Nel and Mackinnon (2013) emphasise that postgraduate students need to be respected as colleagues to promote a conducive environment for learning. A safe learning environment allows the students to
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grow and develop with through the freedom to challenge their supervisors in an equal power
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relationship (Friedrich-Nel & Mackinnon, 2013). According to Woolderink, Putnik, van der Boom, and Klabbers (2015), a successful learning trajectory is fostered by personality, knowledge, skills,
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communication, and coaching from both students and supervisor perspectives.
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Effective postgraduate research supervision remains a concern at universities worldwide (Manyike, 2017) and scholars have highlighted a number of different challenges associated with postgraduate
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research supervision that negatively affect the process and the outcomes. A study conducted in Germany found that both medical students and supervisors were ill-equipped for their roles, leading
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to a high dropout rate (Can, Richter, Valchanova, & Dewey, 2016). Supervisors are also under pressure to assist students in timely completion of theses, which may override the development of the student as a researcher (Carter & Kumar, 2017). Similarly, it has been argued that poor research
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supervision and limited feedback and support to postgraduate students contribute to the delay or the non-completion of studies (Lategan, 2014). Some supervisors provide specific outcomes to be attained and communicate them to their students without providing them opportunities to articulate and transfer their expectations (Friedrich-Nel & Mackinnon, 2013). Supervisors sometimes give feedback that fails to address the student’s concerns or they hesitate to give rigorous feedback, potentially demotivating for both the student and the supervisor (Carter & Kumar, 2017). Nkoane (2013) cautions supervisors not to treat the student as an object since both have a role to play in construction of new knowledge. Many countries still have poor health systems in which there are not enough nursing staff with the advanced research skills needed to generate health initiatives (Bruce, Dippenaar, Schmollgruber, Mphuthi, & Huiskamp, 2017). There is an increasing need for competent researchers nationally and internationally, as noted by Roets, Botha, and van Vuuren (2017). Responsively, a growing number of nursing students in research-based programs at postgraduate level is apparent (Kim, Park, McKenna,
Journal Pre-proof Ketefian, Park, Klopper et al., 2015; Volkert, Candela, & Bernacki, 2018). Furthermore, universities are being pressured by the governments to increase throughput, for which guidance of supervisors is crucial in trying to produce competent graduates in a shorter time period (Manyike, 2017). Lack of opportunities for nursing academics and increased competition for research funding makes it difficult for nurses to pursue a research career (Hafsteinsdóttir, van der Zwaag, & Schuurmans, 2017). Furthermore, the quality of doctoral nursing programs is compromised by inadequate resources and the quality of mentorship and guidance to students (Kim et al., 2015). For example, a study in Australia by Abigail and Hill (2015) reported that although only 0.3% of registered nurses were studying in a research-based degree programs, there was, nonetheless, an urgent need for
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more nurse researchers able to develop professional research capacity. Furthermore, although
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doctoral holders are qualified for teaching in the university setting, lack of formal teaching courses in doctoral programs means that many nurse educators with PhDs are not ready to meet the demand
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(Bullin, 2018).
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Against this background, the aim of this review was to investigate challenges associated with postgraduate research supervision in nursing education, their implications and possible solutions for
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improvement. The three research questions guiding the review were as follows:
1. What are the challenges in postgraduate research supervision in nursing education?
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2. What are the consequences of challenges associated with postgraduate research supervision in nursing education?
2. Method
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3. What are the possible solutions to improve postgraduate research supervision?
An integrative review summarizes results from different studies that have been conducted on a particular phenomenon in order to answer research questions (Crossetti, 2012). According to Whittemore and Knafl (2005), this approach enables the combination of diverse methodologies for a full understanding of the phenomenon and its potential for a greater role in evidence-based practice in nursing. The same authors mentioned that a well-done integrative review contributes to theory development with direct applicability to practice and policy. The process outlined by Whittemore and Knafl (2005) was followed and incorporated in the following stages: problem identification, literature search, data evaluation, data analysis, and presentation. This integrative review accordingly enabled the development of theory related to postgraduate research supervision in nursing education to inform initiatives for improvement and re-formulation of high education policy.
Journal Pre-proof 2.1 Data sources Three main databases were used to find resources: EBSCOhost, SCIENCE DIRECT and GOOGLE SCHOLAR. In EBSCOhost, the researcher used Academic Search Complete, Cumulative Index of Nursing and Allied Health Literature (CINAHL), Education Source, ERIC, Health Sources: Nursing/Academic Edition, MEDILINE with full text, and PsycARTICLES, covering the period 2009 to 2018. 2.2 Review methods The initial screening of titles and abstracts was conducted independently by two experienced researchers. All articles fulfilling the criteria were then read in full by two researchers.
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Disagreements were discussed for final decision before the article could be included or excluded.
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Inclusion criteria
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The integrative review included studies on postgraduate research supervision in nursing education conducted between 2009 and 2018, published in English and confined to primary studies.
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2.3 Assessment of quality risk of bias in included studies
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The quality of included empirical studies was appraised by using the Mixed Method Appraisal Tool (Hong et al., 2018). Two reviewers independently assessed quality of included studies and any disagreement was solved by consensus. No study was excluded, as all were published in peer-
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reviewed journals and subject to blind review; seven empirical studies were included in the
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integrative review [See TABLE 1].
2.4 Data extraction and management
Data extraction was performed by two independent reviewers, using Google Forms. Inconsistencies were managed by consensus. 2.5 Analysis Inductive content analysis was used to analyse data extracted from the seven included studies. According to Elo and Kyngäs (2008), inductive content analysis is used for qualitative and quantitative data through application of inductive reasoning in preparing, organizing and reporting data. Inductive analysis is appropriate when existing knowledge is insufficient and fragmented (Lauri and Kyngas cited in Elo & Kyngäs, 2008).The process was accomplished through open coding, coding sheets, grouping, categorization and abstraction to develop a conceptual map by filtering data into
Journal Pre-proof fewer content-related categories (Elo & Kyngäs, 2008). Open coding was used to create categories and abstractions (Elo & Kyngäs, 2008).
3. Results 3.1 Description of eligible studies: The study search yielded twenty-eight records. Eleven records came from EBSCOhost, eight from SCIENCE DIRECT and nine from GOOGLE SCHOLAR. Of the twenty-eight records initially obtained after using search for titles, four were excluded because they were irrelevant to the current review, two were systematic reviews, one was a duplicate and the one study was not in English.
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Twenty full articles were then reviewed. Eight studies without aspect of research supervision were
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rejected, another two were also excluded because they were not primary records and three were about coursework masters degree [See FIGURE 1].
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The studies were grouped by the type of study design used. Four studies used a qualitative design (Lee, 2009; Naidoo & Mthembu, 2015; Roets, Botha and van Vuuren, 2017; van Wyk, Coetzee,
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Havenga, & Heyns, 2016). Two study used mixed-method design (Geraghty & Oliver, 2018;
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Severinsson, 2012). Only one study used a quantitative design (Volkert et al., 2018). Studies were grouped by study setting [country]: (1) three studies were done in South Africa (Naidoo
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and Mthembu, 2015; Roets et al., 2017; and van Wyk, et al., 2016); (2) one study from Australia (Geraghty & Olivier, 2018); (3) one from Great Britain (Lee, 2009); (4) one from Norway (Severinsson,
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2012); and (5) one study conducted in the United States (Volkert et al., 2018) [See TABLE 2].
3.2 Challenges in postgraduate research supervision in nursing education The identified challenges were grouped into three main categories associated with: (1) institutional context, (2) research supervisors, and (3) postgraduate students [See FIGURE 2].
Institutional challenges Three areas of concern emerged in the category of challenges related to institutional context: (a) lack of guidelines for postgraduate research supervision (b) limited pool of appropriate research supervisors, and (c) recruitment of high numbers of postgraduate students The review identified three studies relating to lack of guidelines for postgraduate research supervision: Naidoo and Mthembu (2015) reported absence of clear guidelines to facilitate successful research supervision, Roets et al. (2017) found that there was a lack of information regarding the scope of postgraduate studies, and van Wyk (2016) reported that postgraduate nursing students get little guidance from their research supervisors during research supervision.
Journal Pre-proof The review revealed concerns that nursing schools have a limited pool of appropriate research supervisors and that they do not provide opportunity for postgraduate students to negotiate the right supervisors for themselves (Geraghty & Olivier, 2018). This frequently leads to a mismatch between supervisory styles and students’ needs in the program (Lee, 2009). A further concern that was identified in the review was recruitment of high numbers of postgraduate students (Naidoo & Mthembu, 2015) with limited numbers of research supervisors who also have other teaching responsibilities (van Wyk, et al., 2016).
Challenges related to research supervisors
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Findings in relation to research supervisors highlighted concerns with (a) insufficient preparation of research supervisors, (b) power relations among supervisors, (c) preponderance of traditional
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method of research supervision, and (d) inconsistent feedback.
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Postgraduate research supervisor are insufficiently prepared, as found by Roets et al. (2017), while Naidoo and Mthembu (2015) found that research supervisors lacked knowledge on how to conduct
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effective postgraduate research supervision, giving rise to anxiety and loss of confidence among
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supervisors. It was found that supervisors felt overwhelmed by the task, particularly when under pressure to accelerate graduate throughput (Naidoo & Mthembu, 2015). Further, research supervisors tend to model their supervisory practice on their own experience as students (Lee,
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2009). Another reported challenge is the different expectations between students and supervisors
2018).
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which increase levels of stress in students, potentially leading to intents to leave (Volkert et al.,
Power relationships among supervisors have reportedly been a problem when a postgraduate student is allocated more than one research supervisor. Geraghty and Olivier (2018) found that supervisors in these circumstances tended to give conflicting advice to postgraduate students, and van Wyk et al. (2016) likewise noted that dissent between supervisors potentially led to confusion for postgraduate students. Continued predominant use of traditional method of research supervision despite inadequate availability of supervisors, was reported as a problem by Geraghty and Olivier (2018). Traditional method of postgraduate research supervision emphazes face-to-face meetings between the postgraduate student and the research supervisor with no or fewer opportunities for online communication such as email, skype, zoom, etc. Inconsistent feedback was reported as another problem in postgraduate research supervision. Roets et al. (2017) found that this was a problem related to high workload, and other studies confirmed
Journal Pre-proof that proper feedback was not possible with many students to supervise and too many teaching obligations (Naidoo and Mthembu, 2015; van Wyk, et al., 2016). Postgraduate student challenges Three problem areas for supervision were in relation to postgraduate students themselves: (a) inadequate preparation, (b) limited support from research supervisors and (c) full-time employment. Inadequate preparation for postgraduate studies was highlighted as a challenge for successful research supervision. Students are not equipped with critical thinking skills (Roets, et al.,2017) required to successfully pursue research-based high degree programs in nursing. Weakness in critical
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thinking, issues in cultural dynamics, and low level of language proficiency constitute barriers to learning and communication (Roets et al., 2017). Inadequate computer literacy and inability to
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search articles were reported by Geraghty and Olivier (2018).
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It was found that postgraduate students get limited support from research supervisors during the research process, including the writing phase (Geraghty & Olivier, 2018). Further, postgraduate
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students are regarded as autonomous and independent whereas they still need help and support to
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develop critical thinking and academic writing skills (Lee, 2009). Postgraduate nursing students are mostly full-time employed (Geraghty & Olivier, 2018) sometimes
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outside academic institutions with no or poor collaboration between their work places and universities. With limited support, the students express joyless journey (Geraghty & Olivier, 2018).
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Problem encountered include balancing academic requirements and other responsibilities for quality research supervision (Severinsson, 2012). Severinsson, (2012) reported, however, that mature students consider motivation, counselling and non-academic matters as less important.
Discussion and interpretation of conceptual system The findings in this review revealed challenges and consequences of postgraduate research supervision in nursing education. The challenges were grouped into three main categories: challenges related to (1) institutional context, (2) research supervisors and (3) postgraduate students [See FIGURE 2]. In regard to institutional context, identified challenges in this review were (a) lack of guidelines for postgraduate research, (b) limited pool of appropriate research supervisors and (c) recruitment of high number of postgraduate students. Academic leaders need to pay attention to these challenges because they negatively affect the quality of postgraduate research supervision and the throughput for nursing graduates. In line with this, Can et al. (2016) found that the majority of postgraduate
Journal Pre-proof dropouts were due to the research supervision. Without guidelines, it is difficult for both students and research supervisors to know what is expected of them, leading to confusion, limited support, and anxiety. The guidelines need to be clear and should indicate processes and responsibilities for postgraduate students and research supervisors. Further, these guidelines should be emphasised in orientation programs at the beginning of each new academic year and in meetings and workshops during the research supervision process. When there is a limited pool of appropriate research supervisors, postgraduate nursing students lack the opportunity to choose the right supervisor (Geraghty & Olivier, 2018), with high risk of mismatch between supervisory styles, students’ needs and the requirements of the program (Lee, 2009). This
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could be a consequence of increased recruitment of students (Naidoo and Mthembu, 2015; Van
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Wyk, et al., 2016), with a limited number of research supervisors who are overloaded with teaching responsibilities. This problem might be exacerbated by funding frameworks for public tertiary
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institutions that benefit from recruiting more postgraduate students (Styger & Heymans, 2015). This was a problem highlighted also by Horiuchi (2013), who states that the increased number of doctoral
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nursing programs raises serious concerns regarding inadequate faculty numbers in various nursing specialties. Mismatch lead to dissatisfaction for both students and supervisors (Lee, 2009) and
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failure to produce skilled researchers motivated to continue producing new knowledge after graduation (Roets et al., 2017). Strong tracking systems are needed to monitor postgraduate
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students’ progress and recruitment based on available research supervisors. Concerning research supervisors, challenges were (a) inadequate preparation of research
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supervisors, (b) power relations among supervisors, (c) predominant use of face-to-face supervision, and (d) inconsistent feedback.
The review reportedly found that research supervisors were inadequately prepared, leading to lack of confidence during research supervision process, and those supervisors tend to model their practice on their own experience as students when they were exposed to a traditionally vertical teaching relationship in which the research supervisor had the dominant role. In line with this, Ghadirian, Sayarifard, Majdzadeh, Rajabi, and Yunesian (2014) found that postgraduate students were dissatisfied with research supervisors’ insufficient research methodologies and paper writing skills.
Today, what is called for in postgraduate research
supervision is a horizontal, collaborative relationship appropriate for mature students who have significant experience on their own (Muraraneza & Mtshali, 2018). Formal training of research supervisors in nursing education is recommended with focus on facilitation of adult students to address these challenges.
Journal Pre-proof Power relationships between main research supervisor and co-supervisor emerged as a challenge, with conflicting feedback given to students who may be underprepared for postgraduate studies. This indicates absence of teamwork and collaboration among research supervisors. Today, the interprofessional research supervision can be a valuable asset in postgraduate research supervision. In addition, interprofessional collaboration between research supervisors widens the range of possible research methodologies such as systematic review methodology, which Ten Ham-Baloyi and Jordan (2016) single out as an important mode of enquiry not sufficiently recognised by research supervisors in South African nursing education. Research supervisors’ predominant preference for face-to-face supervision disadvantages part-time
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students and fails to make appropriate use of technology. Research supervisors emphasise face-to-
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face meetings with postgraduate students with no or fewer opportunities for online communication. For many postgraduate students this prevents timely completion of their degrees, leading to an
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increased workload for already overloaded research supervisors (Muraraneza, Mtshali & Mthembu, 2016). Research supervisors, therefore, need to embrace online postgraduate research supervision
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through the use of videocasts and podcasts in preparation for their supervisory role. Online research supervision is defined as communication and discussions between student and supervisor with pre-
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Mohamad, 2018).
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defined goals through active participation and interaction using online means (Al-Shahrani &
In regard to challenges facing postgraduate students, challenges in this review were (a) inadequate
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preparation, (b) limited support from research supervisors and (c) being in full-time employment. The review found that postgraduate nursing students were reportedly underprepared for the postgraduate programs they were registered. While being expected at postgraduate level to produce high-quality research output with publications, some were still struggling with academic writing. Postgraduate students experience difficulties in research methods (Can et al., 2016). Thus, there a need to offer preparatory advanced research methods courses especially for full researchbased doctoral and masters’ programs. Limited support from research supervisors often means that it takes them a long time to complete the degree; many fail to publish their work and may develop a negative attitude toward research. According to Thompson, Kirkman, Watson, and Stewart (2005), rigorous selection of research students is crucial. Gu, Levin, and Luo (2018) note that students’ future career expectations may well change over time and are likely to be influenced by the degree program itself and by the relationship between student and supervisor. The best-prepared postgraduate students are mature students able to find strategies for themselves in dealing with
Journal Pre-proof challenges (e.g. using peer support and attending research workshops) so that they can complete their degrees on time and with publications. A further challenge from the review was the frequent situation of postgraduate nursing students being in full-time employment outside the academic institution. Because of the burden of responsibilities in their full-time employment, these students have difficulty finding time to consolidate and engage in the research enterprise. This pressures them to settle for purely informative learning in which they are content simply to obtain their postgraduate certificates and thereby fulfil their workplace requirements. It is nonetheless possible for postgraduate research supervision to transform students into independent researchers who can influence changes in the
of
workplace through evidence-driven decisions. Conti and Visentin (2015) argue that research-based
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programs provide opportunities to engage in leadership and policy-making and enhance teaching, research, and clinical practice. According to Gu et al. (2018), the aim should be “cultivation of
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versatile experts” rather than simply “reproduction of academic successors”.
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Conclusion
Challenges in postgraduate research supervision in nursing education are related to institutional
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context, the research supervisors, and the postgraduate students themselves. Consequences include limited support from research supervisors to postgraduate students, leading to lack of interest in
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research and publication. This review highlights a need for in-depth investigation into the phenomenon of postgraduate research supervision in nursing discipline, especially in the African
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context where research-based programs in nursing are still fragile and struggling.
Implications for nursing policy
To make sure that useful knowledge is being produced for evidence-based practice and to increase the number of motivated nursing scholars, challenges associated with postgraduate research supervision need to be addressed with particular emphasis on formal training for research supervisors, development of clear guidelines for postgraduate research supervision, strong tracking systems for student progress, and recruitment of postgraduate nursing students.
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Figure 1. Table of search
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Figure 2: Conceptual system of challenges associated with postgraduate research supervision in nursing education
Journal Pre-proof Table 1. QUALITY CHECK USING MMAT 2018 VERSION Study title authors and year
Type of method s
Y e s
Methodological quality
In the shadow of the ivory tower: 1 Experiences of
Mixed method
Is the mixed methods research design relevant to address the
midwives and nurses undertaking PhDs
aspects of the mixed methods question (or objective)?
Geraghty, S. & Oliver, K.(2018)
Is the integration of qualitative and quantitative data
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Qualitat ive
Y e s
Y e s
Lee, N. J.(2009)
the research question (objective)? Is the process for analysing qualitative data relevant to
na
student and supervisor experiences
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address the research question (objective)? Is appropriate consideration given to how findings relate to the context, e.g., the setting, in which the data were collected? Is appropriate consideration given to how findings relate to researchers’ influence,through their interactions with participants?
An exploration of the experiences and 3 practices of nurse academics regarding postgraduate research supervision at a South African university Naidoo, J. R. & Mthembu, S. Z. (2015)
Qualitat ive
Both students and supervisors were Y e s
engaged
Y e s
Y e s
Y e s
Y e s
Is the process for analysing qualitative data relevant to address the research question (objective)?
both narratives and qualification of
experience
Are the sources of qualitative data relevant to address the research question (objective)?
and quantitative questions The mixed method was relevant to solicit
Y e s
Are the sources of qualitative data relevant to address
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Professional doctorate 2 supervision: Exploring
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with this integration of data in a triangulation design?
Comments
The study answers to both qualitative
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relevant to address the research question (objective)? Is appropriate consideration given to the limitations associated
C N an o 't tel l
The research gave detail of how bias was reduced considering respondents were being evaluated
Y e s
Journal Pre-proof Is appropriate consideration given to how findings relate to the context, e.g., the setting, in which the data were collected? Is appropriate consideration given to how findings relate to researchers’ influence,through their interactions with participants? The research supervisor’s expertise 4 or
Qualitat ive
Are the sources of qualitative data relevant to address the research question (objective)? Is the process for analysing qualitative data relevant to
ro
address the research question (objective)? Is appropriate consideration given to how findings relate to
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Roets, L. et al. (2017)
Mixed method
aspects of the mixed methods question (or objective)? Is the integration of qualitative and quantitative data
and quality – part 1
relevant to address the research question (objective)? Is appropriate consideration given to the limitations associated
Severinsson, E. (2012)
with this integration of data in a triangulation design? Appreciation of the 6 research supervisory relationship by postgraduate nursing students
van Wyk, N. C. et al. (2016)
Y e s
Qualitat ive
Supervisor could also provide rich feedback on students experiences with research supervision
Y e s
Y e s
Y e s
Is the mixed methods research design relevant to address the
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research-related tasks, importance
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the context, e.g., the setting, in which the data were collected? Is appropriate consideration given to how findings relate to researchers’ influence,through their interactions with participants?
Research supervision: 5 supervisory style,
Y e s
of
postgraduate student preparedness: which is the real concern?
Y e s
Y e s
Y e s
Y e s
Are the sources of qualitative data relevant to address the research question (objective)? Is the process for analysing qualitative data relevant to address the research question (objective)?
Y e s
18 post graduates students with 1 year of experience with research supervision were engaged.
Y e
Journal Pre-proof s Is appropriate consideration given to how findings relate to the context, e.g., the setting, in which the data were collected? Is appropriate consideration given to how findings relate to researchers’ influence,through their interactions with participants?
Quantita ve
The sample and sampling were relevant
Is the sampling strategy relevant to address the quantitative
nursing doctoral study: A national study
research question?
Is the sample representative of the population under study?
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using path analysis
Y e s
Y e s Y e s
of
Student motivation, stressors, and intent to 7 leave
Y e s
indicated
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Are measurements appropriate (clear origin, or validity known,
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or standard instrument)? Is there an acceptable response rate (60% or above)?
Y e s Ca n't tel l
The total number of population (doctoral nursing students) was not indicated
Journal Pre-proof Table 2. DATA EXTRACTION Authors, date and
Research design and
Purpose
Country
Main findings
technique To understand the experiences of
Mixed method and non
Oliver, K.(2018)
nurses and midwives in order to
experimental design with
16 registered nurses and midwives enroled in doctoral
purposive sampling
program at one university
Australia
identify challenges, possible recommendations and strategies
To explore supervisors and students perceptions and experiences of research supervision in a professional doctorate
Qualitative approach using explanatory and descriptive
No opportunity to negociate right right supervisor; Availability of research supervisors rends face to face model of supervision inapropriate; Inconsistant feedback (long without being in clinical) with conflicting advise (more supervisors); Unhelpful and unjoyable journey due to full-time job with poor support from supervisors and lack of support in publishing findings
Naidoo, J. R. 3 & Mthembu, S. Z. (2015)
South Africa
Mismatch between supervision styles with the students'
5 research supervisors
needs and the program; Supervisors consider the
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program
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Greit Britain
15 doctoral students
students as autonomous and independents while the students want help and support to develop critical thinking and critical writing skills; The supervisors tend to model their supervision practices own personal
approaches
na
Lee, N. 2 J.(2009)
-p
ro
of
Geraghty, S. 1 &
Population and sample
experiences
To explore and describe current practices and experiences of nurse academics regarding postgraduate
Descriptive exploratory design using in deph interviews and a self
research supervision
reported questionnaire
12 nurse academics involved in postgraduate research supervision
Research supervisors perceive the task as an overhelming task causing them fear and loss of confidence; Feeling of fearful with expectation of accelerated graduate throughput; No clear guidelines to facilitate successful research supervision with lack of knowledge on how to effectively fulfil this role; Beside teaching, a supervisor is allocated many postgraduate students to supervise
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Qualitative approach using
Eleven research
nominal group technique
supervisors
To examine postgraduate students and
A descriptivecorrelational
15 postgraduate students and
academic nurse supervisors's views of
design with inferential
research supervisors
Norway
research supervision
statistics
van Wyk, N. 6 C.
To explore the aspect of the supervisory relationship among postgraduate nursing students at a selected university in South
Group interviews
4 Roets, L.
et al. (2017)
To identify the problems the research supervisors experience with regard to postgraduate research supervision
7 Volkert, D. et al. (2018)
United states
Africa
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ro 18 postgraduate nursing students
na
South Africa
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et al. (2016)
re
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Severinsson, 5 E. (2012)
To examine how the effects of environmental stressors predict students' intent to leave doctoral nursing programs at national level
Descriptive survey design and inferential statistics
supervisors; high workload; students lack of critical thinking and level of language proficiency of students. lack of information regarding the scope of postgraduate studies by the students
Both students and supervisors are challenged by balancing academic requirements and praxis for quality research supervision, motivation, counselling and non-academic matter were less important
of
South Africa
Inadequate preparation for
835 doctoral nursing students
Litle or absence of guidence to postgraduate students; Same supervisory style is used by the supervisors while challenging circumstances differ; Domination while more than one supervisors leading to confusion for the students Proper feedback is not possible; Many students to supervise and too many teaching obligations Diffrent expectations between doctoral student and advisor increase lead to high amount of stress for student and increase the intention to leave.
Figure 1
Figure 2