Background: Challenges in thesis proposal writing have resulted in doctoral students
dropping from research studies resulting in the shortage of doctoral prepared nurses.
Impediments include lack of human and non-human resources. Benner’s theory of
novice to expert formed the basis for the development of the strategic intervention and
action plan to address the challenges and strengths experienced by master’s prepared
doctoral students during thesis proposal writing
Purpose: The purpose of this research was to develop a strategic intervention and
action plan that can be used to assist doctoral students to succeed in thesis proposal
writing.
Methods: An exploratory mixed-methods approach combining qualitative and
quantitative data collection and analysis in four phases was used. In Phase 1 qualitative
data from two open-ended questions were used to gather data, combined with literature
to develop a questionnaire for Phase 2. A questionnaire was developed from data
obtained from Phase 2 as well as a thorough literature review to develop the strategic
intervention and Action plan. In Phase 4 the strategic intervention and action plan was validated using the Delphi technique and experts acted as panellists for the validation.
Framework: Benner’s novice to expert theoretical framework was adopted for the study
because of the assumption that doctoral students need a change of perception and
assistance in order to develop critical thinking skills that will enhance the development
of research competencies. This framework was used because of its relevance to the
study.
Research Findings: Competence in doctoral thesis proposal writing is affected by
human resources as well as non-human resources. The identified strategic interventions
that were included in the action plan were: recruitment of competent supervisors,
training and mentoring of new supervisors, achieving of a realistic student/supervisor
ratio for supervision of students, timely allocation of supervisors, recruiting of subject
librarians and employment of adequate library support, provision of peer support
programmes, implementation of a student recruitment and selection plan, provision of
student support programmes to enhance research skills and competencies, binding
contracts to stipulate students responsibility, provision of adequate research resources,
and implementation of a bursary system among others.
Conclusion: The strategic intervention and action plan was developed using the input
of doctoral nursing students who were in the process of completing their thesis proposal
and a thorough literature review. The inclusion of the deans of nursing of universities
and universities of technology of South Africa (FUNDISA) will enhance the possibility for
the implementation of the strategic intervention and action plan which can contribute to
assisting the master’s prepared doctoral students to successfully transition from novice
students with little or no research knowledge to competent thesis proposal writers. / Health Studies / D. Litt. et Phil. (Health Studies)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/27407 |
| Date | 06 1900 |
| Creators | Zvandasara, Lynette |
| Contributors | Roets, Lizeth |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xxi, 363 leaves) : color illustrations, color graphs, application/pdf |
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