phd in nursing abroad

Top PhD in Nursing Programs

What is a ph.d. in nursing.

• Ph.D. in Nursing vs DNP
• Types of Programs
• Top Programs
• Program Overview
• Is a Nursing Ph.D. For Me?

The Ph.D. in Nursing degree opens career opportunities for nurses as researchers, forging new and cutting-edge nursing practices for future generations. This article explores this terminal nursing degree, how to get it, and the top Ph.D. in Nursing programs.

A Ph.D. in Nursing is the highest degree awarded to nurses and one of two terminal nursing degrees. Ph.D. stands for Doctor of Philosophy, and Ph.D. in Nursing programs focus on evidence-based research.

Throughout their 4-6 year study, nursing Ph.D. students learn how to conduct, analyze, and publish nursing research. The degree culminates in students conducting an independent research project and writing a dissertation on it.

Ph.D. in Nursing and DNP Differences

A Ph.D. in Nursing and a Doctor of Nursing Practice (DNP) are both terminal nursing degrees. However, comparing a  DNP vs. a Ph.D. in Nursing reveals distinct differences. Notably, the Ph.D. in Nursing prepares you for a science, academic, or research-focused career as opposed to a clinical one.

Key Ph.D. in Nursing vs. DNP Differences

>> Related:  Top Online DNP Programs

Types of Ph.D. in Nursing Programs

The United States is home to over 135 Ph.D. in Nursing programs, which you can attend in multiple formats at nearly every educational level. The types of Ph.D. in nursing programs include the following:

• BSN to Ph.D. in Nursing: These Ph.D. in nursing programs allow nurses with a Bachelor of Science in Nursing (BSN) degree to pursue a career in nursing research without first attending an MSN program.
• MSN to Ph.D. in Nursing: Designed for Master of Science in Nursing (MSN) trained nurses, these programs typically include core courses for the doctoral program, electives, and dissertation study.
• DNP/Ph.D. Dual Degree: These rigorous programs allow students to concurrently attain expertise in scientific inquiry and faculty practice and hone the practical skills of expert nurse clinicians. 

>> Show Me DNP Programs

Online Ph.D. in Nursing Programs

Are Ph.D. in Nursing programs available online? The answer is yes; you can find several online options to pursue this degree. Since a Ph.D. in Nursing focuses on scientific inquiry, it doesn't have the same onsite practical hours as other nursing degrees. 

Program dependant, you may still need to show up on campus a few times each year. However, for the most part, all you need to earn a Ph.D. in nursing is Wi-Fi, good study habits, and determination.

Top Ph.D. in Nursing Programs

Each Ph.D. in Nursing program is unique, offering its own benefits and features. We assembled the top five Ph.D. in Nursing programs nationwide following Nurse.org's proprietary ranking algorithm , which considers and ranks schools based on factors like:

• Tuition costs
• Program length
• Nursing school accreditation
• Admission requirements
• The variety of available programs
• Additional program accolades

 1. University of Pennsylvania

• Program Cost:  $46,934 per academic year
• Program Length:  4-6 years
• Application Due Date: Dec. 1st

The University of Pennsylvania boasts one of the top Ph.D. in nursing programs nationwide. To offset the expensive tuition, the university offers full-time students stipends during their first four years. In exchange, students may work as Teaching Assistants within UPenn's School of Nursing for up to 16 hours a week. 

Contact UPenn about this program:

• Phone: (215) 898-4271
• Email: [email protected]

Source: University of Pennsylvania

2. Duke University

• Program Cost:  Fully funded (up to 5 years)
• Application Due Date: November 30th

In 2023, U.S. News & World Report named Duke University the second-best graduate school for nursing. Duke's Ph.D. in Nursing program prepares nurses to become stalwart scholars. Graduates will build nursing science by leading multidisciplinary research that determines the relationship between chronic illness and care systems.

Contact Duke University about this program:

• Phone: (919) 684-3786
• Email: Contact Request Form

Source: Duke University

3. Duquesne University

• Program Cost:  $1,765 per credit
• Program Length:  3-4 years
• Application Due Date:  February 1st

As the first fully online Ph.D. in Nursing program, Duquesne offers a highly flexible education option to many students nationwide. Additionally, students attending the program may get to study abroad at the Duquesne campus in Dublin, Ireland.  The 56-credit program culminates in a dissertation proposal and final defense in which students orally defend their research thesis to the dissertation committee.

Contact Duquesne University about this program:

• Phone: (412) 396-6219
• Email:  [email protected]

Source: Duquesne University

4. Columbia University

• Program Cost:  Fully funded (up to 3 years)
• Application Due Date:  November 15th

Ph.D. in Nursing student at Columbia choose one of three major areas to study, which include Theoretical Foundations of Nursing Science, Analytical Foundations of Nursing Science, and Electives and Applications. The programming heavily focuses on publication, grantsmanship, presentation, and networking. In addition to their coursework, students participate in research experience and training.

Contact Columbia University about this program:

• Phone: (212) 305-5756
• Email: [email protected]

Source: Columbia University

5. Rush University

• Program Cost:  $1,344 per credit hour
• Program Length:  3-5 years
• Application Due Date:  March 4th

Rush University's Ph.D. in Nursing is fully online except for an on-campus orientation and summer intensive learning sessions. The program focuses on preparing nurses and non-nurses with graduate degrees to become leaders in clinical research and educators who influence healthcare policy. While many students keep working throughout the program, they often must take fewer hours while completing their dissertation.

Contact Rush University about this program:

• Phone : (312) 942-7100
• Email: [email protected]

Source: Rush University

What to Expect in a Ph.D. in Nursing Program

Nursing Ph.D. degrees focus on scholarship and nursing research. By the end of the course, you'll be able to conduct and publish evidence-based research that can alter the face of nursing practice and healthcare policy for future generations. 

Generally, these educational pathways combine graduate study and research activities and do not include clinical rotations. Instead, you will be required to complete a long-form research paper called a dissertation. To write your dissertation, you'll complete independent research based on a significant and relevant scientific inquiry in the nursing field. 

>> Related: The Best Nursing Research Topics

What Can You Do With a Ph.D. in Nursing?

Ph.D. in Nursing programs prepare graduates to pursue careers in research and teaching, advanced clinical practice, health care administration, and policy.  Following graduation, your future may hold a career as a nurse scientist, as an administrator, as a nurse educator, or in establishing health policy.

Ph.D. in Nursing Salary

Healthcare workers who hold a Ph.D. in nursing earn an average annual salary of $100,00 or $60.45 per hour , according to Payscale . However, your nursing salary will vary depending on your career, employer, location, experience, and other relevant factors.

How Much Does a Ph.D. in Nursing Degree Cost?

Ph.D. in nursing programs range from $400 to over $2,300 per credit hour at more distinguished institutions. However, several universities will fund your Ph.D. tuition itself or through a federal research grant. Most often, these funding opportunities are only available to full-time students, while part-timers must pay the full tuition costs.

How Long Do PhD in Nursing Programs Take?

Most Ph.D. in nursing programs take between 4-6 years to complete. Your educational timeline will vary based on your previous education and whether you attend full or part-time.

What Will You Learn in a PhD in Nursing Program?

Since all Ph.D. degrees in nursing emphasize healthcare research, their curriculums will all share certain core elements, which include:

• The philosophical and historical foundations of nursing knowledge
• Review of existing and evolving nursing theory
• Methods and process of developing theory
• Research methodology and data management
• Academic, research, practice, and policy development

Your graduate nursing program will consist of several key milestones to reinforce your education. These include:

• Leadership strategies related to nursing, healthcare, and research
• Mentorship and working alongside faculty on their individual research programs
• Immersion experiences are designed to encourage leadership and scholarship.
• Each student will be required to complete a dissertation.

Ph.D. in Nursing Program Requirements

Each university sets its own entry standards, which vary based on the type of program . However, general Ph.D. in nursing admission requirements include the following:

• BSN, MSN, or non-nursing graduate degree
• Personal research statement
• A minimum GPA of 3.0
• Admissions interview
• Writing sample
• Resume or curriculum vitae
• Letters of recommendation
• Unencumbered RN license
• Official post-secondary school transcripts
• TOEFL or IELTS scores

Is a Ph.D. in Nursing Degree Right for Me?

Your professional goals play a massive role in deciding whether to pursue a Ph.D. in nursing. If you're interested in scientific and academic nursing research, healthcare policy, or becoming a nurse educator, a Ph.D. in nursing is an excellent option. Remember, it will not qualify you for APRN positions, so if you have clinical aspirations, a DNP is the right doctoral nursing option.

Next Steps to Enroll in a PhD in Nursing Degree Program

Ready to start your educational journey toward earning a Ph.D. in Nursing? You can start working toward those goals today with these simple steps:

• Research Universities: Find a program that suits you based on your budget, attendance needs (e.g., part vs. full-time and in-person vs. online), and interests.
• Plan Applications: Understand the program requirements and application deadlines for each school you're applying to. Then, make a plan to collect and submit all the necessary materials and documentation on time.
• Prepare Properly: If a university considers you for Ph.D. candidacy, you'll attend an admissions interview. Planning and practicing this interview and paying close attention to why you chose the program and your research interests will optimize your chances of admission.

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• Universities

PhD in Italy 2024: Comprehensive Guide to Application Process and Top Scholarships for International Students

Italy, renowned for its rich cultural heritage, historical landmarks, and academic excellence, is an increasingly popular destination for international students pursuing a PhD. The country offers a diverse range of doctoral programs across various fields, supported by numerous scholarships aimed at easing the financial burden on students. Here is a comprehensive guide on how to apply for a PhD in Italy and explores the available scholarships for international students in 2024.

In this Article:

Why Pursue a PhD in Italy?

Italy is home to some of the world’s oldest and most prestigious universities, such as the University of Bologna, which was founded in 1088. Italian universities are known for their strong emphasis on research and international collaboration, making them an attractive option for PhD candidates. Here are some reasons to consider pursuing a PhD in Italy:

• Academic Excellence: Italian universities are renowned for their high academic standards and research output. They participate in numerous international research programs and initiatives, providing students with ample opportunities for academic growth and collaboration.
• Cultural Experience: Studying in Italy offers a unique cultural experience, with access to historical sites, art, architecture, and a vibrant social life.
• Affordable Education: Compared to other Western countries, the cost of education and living in Italy is relatively low, making it an affordable option for international students.
• Scholarship Opportunities: Italy offers a variety of scholarships for international students, which can cover tuition fees, living expenses, and other costs associated with studying abroad.

How to Apply for a PhD in Italy

Applying for a PhD in Italy involves several steps, from choosing the right program to submitting your application. Here’s a step-by-step guide to help you navigate the process:

1. Choose Your Program and University

Italy offers a wide range of PhD programs across various disciplines. Some of the top universities for PhD studies in Italy include:

• Sant’Anna School of Advanced Studies – Pisa
• Scuola Normale Superiore di Pisa
• Sapienza University of Rome
• University of Bologna
• University of Milan

You can explore the available programs and universities on platforms like  PhD Studies  and  Leverage Edu .

2. Check Eligibility Requirements

Each university and program may have specific eligibility criteria. Generally, you will need:

• A Master’s degree or equivalent in a relevant field.
• A strong academic record.
• Proficiency in English or Italian, depending on the language of instruction.

Some programs may also require you to submit a research proposal, letters of recommendation, and proof of language proficiency (e.g., IELTS or TOEFL scores).

3. Prepare Your Application

Your application should include the following documents:

• Completed Application Form: Available on the university’s website.
• Academic Transcripts: Certified copies of your previous degrees and transcripts.
• Research Proposal: A detailed outline of your proposed research project.
• Curriculum Vitae (CV): Highlighting your academic and professional achievements.
• Letters of Recommendation: Usually from academic or professional references.
• Proof of Language Proficiency: If required.

4. Submit Your Application

Applications are typically submitted online through the university’s application portal. Be sure to check the specific deadlines for each program, as they can vary. For example, the University of Bologna has different deadlines for first-cycle and second-cycle degree programs.

5. Attend an Interview

Some programs may require you to attend an interview, either in person or online. This is an opportunity for the admissions committee to assess your suitability for the program and for you to ask any questions you may have.

PhD Scholarships for International Students in Italy

Italy offers a variety of scholarships to support international students pursuing a PhD. These scholarships can cover tuition fees, living expenses, and other costs associated with studying abroad.

Here are some of the top scholarships available for 2024:

1. Italy Government Scholarship

The  Italy Government Scholarship  is a fully funded scholarship offered by the Ministry of Foreign Affairs and International Cooperation (MAECI). It is available to international students from 139 countries who wish to pursue a Master’s or PhD degree in Italy. The scholarship covers:

• Tuition fees
• Health insurance
• A monthly stipend of 900 euros

To be eligible, applicants must have an excellent academic record, demonstrate financial need, and belong to a developing country. The application deadline is June 14, 2024.

2. University of Bologna Study Grants

The  University of Bologna  offers study grants for international students enrolled in Bachelor’s, Master’s, and PhD programs. These grants are designed to reduce financial burdens and allow students to focus on their studies. The scholarship covers:

• An annual stipend

The application deadlines vary depending on the program, with the final deadline for PhD applications being July 2024.

3. University of Milan Excellence Scholarships

The  University of Milan  offers excellence scholarships for international students pursuing a Master’s degree. These scholarships are awarded based on academic merit and cover tuition fees and living expenses. The application deadline is May 31, 2024.

4. Padua International Excellence Scholarship Programme

The  University of Padua  offers scholarships for international students enrolled in Bachelor’s, Master’s, and PhD programs. These scholarships cover tuition fees and provide a monthly stipend. The application deadlines vary, with the final deadline for some programs being June 10, 2024.

5. Bocconi Graduate Merit Awards

Bocconi University  offers merit awards for international students pursuing a Master’s degree. These awards are based on academic excellence and cover tuition fees and living expenses. The application deadlines are April 18 and May 23, 2024.

Tips for a Successful Application

• Start Early: Begin your application process well in advance to ensure you have enough time to gather all required documents and meet deadlines.
• Research Thoroughly: Understand the specific requirements and deadlines for each program and scholarship you are applying to.
• Tailor Your Application: Customize your research proposal and CV to align with the specific program and university you are applying to.
• Seek Guidance: Reach out to current students or alumni for insights and advice on the application process.
• Proofread: Ensure your application documents are free of errors and clearly present your qualifications and research interests.

Pursuing a PhD in Italy offers a unique opportunity to engage in high-quality research while experiencing the rich cultural heritage of the country. With numerous scholarships available, international students can find financial support to help them achieve their academic goals.

By following the steps outlined in this guide and taking advantage of the available scholarships, you can embark on a rewarding academic journey in Italy.

For more information on how to apply for a PhD in Italy and explore scholarship opportunities, visit the official websites of the universities and scholarship programs mentioned in this article.

Click here to apply  for the Italy Government Scholarship 2024-2025 and start your journey towards academic excellence in Italy.

MAECI Scholarships 2024-2025: Fully Funded Masters & PhD in Italy

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Study Nursing Abroad

Global healthcare issues are on the rise, and there is a greater need for healthcare workers from around the world to openly communicate about industry needs, ideas, and solutions. Many study abroad programs for nursing cater specifically to students pursuing nursing degrees, since international experience is so valuable for future nurses. Nursing study abroad programs provide insight into the field of international health care, while allowing nursing students to examine the cultural, political, and economic forces influencing health care systems around the world.

Students have the option to study nursing abroad in many locations. For those interested in working in hospitals, some popular locations for nursing study abroad programs are in Australia, Singapore, Germany, Scotland, and Asia .

Australia has a fantastic healthcare system, and Australian hospitals offer nurses plenty of opportunities to work in world class facilities with state-of-the-art medical equipment and technology. Due to Australia’s laidback and friendly lifestyle, jobs are low stress and satisfaction is ranked highly. The Prince of Wales is a top hospital located in Sydney.

Singapore has a stable economy and thriving health care system. The Parkway Hospital Group is the dominant health care provider, known for its state-of-the-art facilities, quality care, expertise, and modern technology. Students deciding to study nursing in Singapore will leave with solid expertise in medical technology.

Germany is home to The Asklepios Group. Located in Hamburg, it is the biggest private operator of hospitals in all of Europe. With over 100 facilities, the company is known for its excellent service in medicine, nursing, and rehabilitation, as well as their state-of-the-art facilities and cutting-edge medical equipment. The opportunity to study nursing abroad and work in one of the Asklepios Group hospital is nearly incomparable.

For those interested in taking nursing-specific classes, most degrees will require classes involving clinicals and healthcare systems. Nursing schools abroad offer a variety of classes, and if those classes are similar enough, students can oftentimes opt-out of mandatory nursing classes at their home campuses in exchange for taking equivalent classes abroad. Examples of courses that may be taken abroad include: Communication for Nursing, Primary Health Care, Law and Ethics for Nursing, Grief and Crisis Management, Health Practice and Policy, Nursing for Chronic Illness and Palliative Care, and more. It is important that students check with their academic advisers before applying for any study abroad program for nursing.

When researching nursing study abroad programs, students should consider whether or not the program will allow them to complete their major requirements and be beneficial in their progress toward degree completion. Summer nursing study abroad programs may be a good option for students who cannot commit to a full semester abroad. Locations and type of program may sometimes be determined by home university program requirements, host university requirements, and personal preference. Some nursing schools abroad offer courses that can be taken in conjunction with medical Spanish or language specific classes focused on medical and health terminology to mutually benefit nursing students.

Future nurses can and should study nursing abroad during their undergraduate or graduate studies. Learning about health care issues in the countries that are affected by those issues most greatly will offer a more comprehensive understanding than any classroom can. Being culturally sensitive helps nurses connect with a wide range of patients, since nurses are typically the first point of contact for patients at almost any healthcare facility.

Although nursing students typically have demanding schedules and course loads, students can (and should) find time in their school career to study nursing abroad. With ever-increasing global health issues, it is an essential time to study nursing abroad. International courses offer a fresh perspective on the international health care industry.

Whether it is aid work in developing countries or working in world-class hospitals around the globe, nursing study abroad programs develop better, more understanding nurses of the future. Interacting with different types of people on a day-to-day basis is part of being a nurse, and studying abroad will give nursing students the advantage in the job market after graduation.

In addition to gaining a greater understanding of the health care challenges faced worldwide, studying nursing abroad may even give students the edge they need to secure a job after graduation; in the increasingly competitive field of nursing, international nursing experience will most definitely help you stand out.

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Frequently Asked Questions

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How can I study nursing abroad?

Popular destinations for nursing study abroad programs include Australia, Singapore, Germany, and Scotland. Students can explore the nursing programs in these countries to determine what aligns with their goals in the field of nursing.

• Applying for University Abroad? Here’s How to do it Right
• 8 Ways to Study Abroad

Which country is best for studying nursing?

Some countries are known for their excellent nursing programs including Australia, Singapore, Germany, and Scotland. These countries have well-established healthcare systems and a wide range of clinical placement opportunities.

• 9 Best Countries to Study Medicine in the World

Can I study nursing abroad for free?

Studying nursing for free abroad is highly unlikely. But some countries may offer scholarships, grants, or financial aid opportunities specifically for international students.

• I Want to Study Abroad But I Can’t Afford It: Help?
• Study Abroad for Free in 2023—Here's How

What is the duration of nursing courses?

The duration of nursing courses can vary depending on factors such as the level of study and the country which may take around 1-5 years to complete.

• How Long Should I Study Abroad?

What are the benefits of studying nursing abroad?

Nursing study abroad not only enhances cultural competence but also contributes to personal development, self-awareness, and a broader perspective of the world.

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492+ PhD Scholarships, Fellowships and grants in Nursing for international students to study abroad

Full list of PhD Scholarships, Fellowships and grants in Nursing for International students- eligibility criteria, deadlines, application form, selection process & more!

[Updated 3 days ago] PhD Scholarships in Nursing for International students are below:

• Taipei Medical University, International Student Scholarships in Taiwan, 2024 |
• UCL Research Fellowships 2024 |
• AUT Vice Chancellor Doctoral Scholarships 2024 |
• China Scholarship Council (CSC) Scholarships, at University of Auckland 2024 |
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Lincoln University Doctoral Scholarship 2024

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• Lincoln University, New Zealand

William Machin Doctoral Scholarship for Excellence 2024

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INTO Progressors International Scholarships at UK 2024

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University of Adelaide, International Postgraduate Research Scholarships (IPRS) in Australia, 2024

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Australian Muslim Academic Scholarship Program at University of Queensland (UQ) 2024

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Richard Lovell Travelling Scholarship at University of Melbourne 2024

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Global Scholarship at University of Gloucestershire 2024

• The University of Gloucestershire, UK

Flinders International Postgraduate Research Scholarship (FIPRS) 2023

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Indigenous Accommodation Scholarship at Australia 2024

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Alumni discount at Kingston University London 2024

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Sydney International Student Award (Central Asia) 2024

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Australian Government Research Training Program (AGRTP) 2024

Yarramundi MRes Scholarship 2023

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Sitaram Jindal Scholarship Scheme 2024

ANU Doherty Scholarship 2024

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MAHSA University - MAHSA School Teachers Scholarships in Malaysia, 2024

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Kilpatrick Research Excellence Publication Award 2024

University of Manitoba Graduate Fellowship (UMGF) 2024

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Earmarked scholarships scheme to support Category 1 project grants at UQ 2024

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Taipei Medical University, International Student Scholarships in Taiwan, 2024

Taipei Medical University, International Student Scholarships in Taiwan, 2024 is a Full Funding international scholarship offered by the Taipei Medical University for international students. Students eligible for this scholarship are: Open to International Applicants except Taiwan

This scholarship can be taken for pursuing in Medical sciences. 31 May is the deadline to send applications for Taipei Medical University, International Student Scholarships in Taiwan, 2024. Taipei Medical University , . You may apply on Taipei Medical University, International Student Scholarships in Taiwan, 2024 application form .

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UCL Research Fellowships 2024

UCL Research Fellowships 2024 is a Partial Funding international scholarship offered by the University College London (UCL) for international students. Students eligible for this scholarship are: Open to all nationals

This scholarship can be taken for pursuing in courses offered by university. Deadline varies is the deadline to send applications for UCL Research Fellowships 2024. University College London (UCL) , . You may apply on UCL Research Fellowships 2024 application form .

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AUT Vice Chancellor Doctoral Scholarships 2024

AUT Vice Chancellor Doctoral Scholarships 2024 is a Partial Funding international scholarship offered by the University of Auckland for international students. Students eligible for this scholarship are: Open to citizens and permanent residents of New Zealand

This scholarship can be taken for pursuing in Any area within the scope of the University. 01 Dec is the deadline to send applications for AUT Vice Chancellor Doctoral Scholarships 2024. Auckland University of Technology (AUT) , . You may apply on AUT Vice Chancellor Doctoral Scholarships 2024 application form .

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China Scholarship Council (CSC) Scholarships, at University of Auckland 2024

China Scholarship Council (CSC) Scholarships, at University of Auckland 2024 is a Partial Funding international scholarship offered by the University of Auckland for international students. Students eligible for this scholarship are: Open to Chinese nationals

This scholarship can be taken for pursuing in Selected subjects offered by the university. Deadline varies is the deadline to send applications for China Scholarship Council (CSC) Scholarships, at University of Auckland 2024. University of Auckland , . You may apply on China Scholarship Council (CSC) Scholarships, at University of Auckland 2024 application form .

American Association Of University Women International Fellowships in US 2023

American Association Of University Women International Fellowships in US 2023 is a Partial Funding international scholarship offered by the American Association Of University Women (AAUW) for international students. Students eligible for this scholarship are: Open to female International applicants (other than the US)

This scholarship can be taken for pursuing in All Subjects. 15 Nov is the deadline to send applications for American Association Of University Women International Fellowships in US 2023. Any US University. You may apply on American Association Of University Women International Fellowships in US 2023 application form .

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Country-related cooperation programme with Mexico 2024

Country-related cooperation programme with Mexico 2024 is a Partial Funding international scholarship offered by the German Academic Exchange Service (DAAD) for international students. Students eligible for this scholarship are: Open to Mexico nationals

This scholarship can be taken for pursuing in All subjects offered by the universities. Deadline varies is the deadline to send applications for Country-related cooperation programme with Mexico 2024. Universities in Germany. You may apply on Country-related cooperation programme with Mexico 2024 application form .

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The Rosztoczy Foundation Hungarian Scholarship 2024

The Rosztoczy Foundation Hungarian Scholarship 2024 is a Full Funding international scholarship offered by the Rosztoczy Foundation for international students. Students eligible for this scholarship are: Open to Hungary nationals

This scholarship can be taken for pursuing in All subjects offered by the universities. Deadline varies is the deadline to send applications for The Rosztoczy Foundation Hungarian Scholarship 2024. University or Research Institute in the USA. You may apply on The Rosztoczy Foundation Hungarian Scholarship 2024 application form .

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DAAD - Development-Related Postgraduate Courses (EPOS) Scholarship 2024

DAAD - Development-Related Postgraduate Courses (EPOS) Scholarship 2024 is a Partial Funding international scholarship offered by the German Academic Exchange Service (DAAD) for international students. Students eligible for this scholarship are: Open to applicants from developing countries

This scholarship can be taken for pursuing in All subjects offered by the universities. Deadline varies is the deadline to send applications for DAAD - Development-Related Postgraduate Courses (EPOS) Scholarship 2024. Universities/Institutions in Germany. You may apply on DAAD - Development-Related Postgraduate Courses (EPOS) Scholarship 2024 application form .

King Abdullah University of Science and Technology KAUST Fellowship 2023

King Abdullah University of Science and Technology KAUST Fellowship 2023 is a Full Funding international scholarship offered by the King Abdullah University of Science and Technology (KAUST) for international students. Students eligible for this scholarship are: Open to all nationals

This scholarship can be taken for pursuing in All subjects offered by the university . Deadline varies is the deadline to send applications for King Abdullah University of Science and Technology KAUST Fellowship 2023. King Abdullah University of Science and Technology (KAUST) , . You may apply on King Abdullah University of Science and Technology KAUST Fellowship 2023 application form .

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Fraunhofer-Bessel Research Award 2024

Fraunhofer-Bessel Research Award 2024 is a Partial Funding international scholarship offered by the Alexander von Humboldt Foundation for international students. Students eligible for this scholarship are: Open to all nationals except Germany

This scholarship can be taken for pursuing in All courses offered by the university. Always Open is the deadline to send applications for Fraunhofer-Bessel Research Award 2024. Research Institutions in Germany. You may apply on Fraunhofer-Bessel Research Award 2024 application form .

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• Postgraduate study

Postgraduate research opportunities A-Z

• Nursing & Health Sciences
• Staff research interests search

Postgraduate research  

Nursing & Health Sciences PhD/iPhD/MSc (Research)

The Nursing & Healthcare School has a thriving community of postgraduate research students, from both the United Kingdom and overseas. Postgraduate research students can study towards a PhD or MSc by Research.

Our Postgraduate research students come from a range of clinical backgrounds, especially nursing and physiotherapy. Students undertake projects within our two main clinical research themes:

• Palliative and end of life care
• Supportive cancer care

Students are encouraged to present papers from their research as well as presenting at external meetings, conferences and other appropriate events. We support students’ networking through shared offices, writing retreats, social events and academic programmes.

We accept applications at any time in the year and have two yearly intakes: January and October.

For further information contact:

• [email protected]

Study options

• Duration:  3/4 years full-time; 5 years part-time

Individual research projects are tailored around the expertise of principal investigators.

Integrated PhD programmes (5 years)

Our  Integrated PhD  allows you to combine masters level teaching with your chosen research direction in a 1+3+1 format. 

International students with MSc and PhD scholarships/funding do not have to apply for 2 visas or exit and re-enter the country between programmes. International and UK/EU students may apply.

Taught masters level modules are taken alongside students on our masters programmes. Our research-led teaching supports you to fine tune your research ideas and discuss these with potential PhD supervisors. You will gain a valuable introduction to academic topics, research methods, laboratory skills and the critical evaluation of research data. Your grades must meet our requirements in order to gain entry on to your pre-selected PhD research project. If not, you will have the options to pay outstanding MSc fees and complete with masters degree only.

Years 2, 3 and 4

PhD programme with research/lab work, completing an examinable piece of independent research in year 4.

Thesis write up.

MSc (Research)

• Duration : 1 year full-time; 2 years part-time

Entry requirements

A 2.1 Honours degree or equivalent.

English language requirements

For applicants whose first language is not English, the University sets a minimum English Language proficiency level.

International English Language Testing System (IELTS) Academic module (not General Training)

• 6.5 with no subtests under 6.0
• Tests must have been taken within 2 years 5 months of start date. Applicants must meet the overall and subtest requirements using a single test
• IELTS One Skill Retake accepted.

Common equivalent English language qualifications accepted for entry to this programme:

Toefl (ibt, my best or athome).

• 79; with Reading 13; Listening 12; Speaking 18;Writing 21
• Tests must have been taken within 2 years 5 months of start date. Applicants must meet the overall and subtest requirements , this includes TOEFL mybest.

Pearsons PTE Academic

• 59 with minimum 59 in all subtests
• Tests must have been taken within 2 years 5 months of start date. Applicants must meet the overall and subtest requirements using a single test.

Cambridge Proficiency in English (CPE) and Cambridge Advanced English (CAE)

• 176 overall, no subtest less than 169

Oxford English Test

• Oxford ELLT 7
• R&L: OIDI level no less than 6 with Reading: 21-24 Listening: 15-17
• W&S: OIDI level no less than 6

Trinity College Tests

Integrated Skills in English II & III & IV: ISEII Distinction with Distinction in all sub-tests.

University of Glasgow Pre-sessional courses

Tests are accepted for 2 years following date of successful completion.

Alternatives to English Language qualification

• students must have studied for a minimum of 2 years at Undergraduate level, or 9 months at Master's level, and must have complete their degree in that majority-English speaking country  and  within the last 6 years
• students must have completed their final two years study in that majority-English speaking country  and  within the last 6 years

For international students, the Home Office has confirmed that the University can choose to use these tests to make its own assessment of English language ability for visa applications to degree level programmes. The University is also able to accept UKVI approved Secure English Language Tests (SELT) but we do not require a specific UKVI SELT for degree level programmes. We therefore still accept any of the English tests listed for admission to this programme.

Pre-sessional courses

The University of Glasgow accepts evidence of the required language level from the English for Academic Study Unit Pre-sessional courses. We also consider other BALEAP accredited pre-sessional courses:

• School of Modern Languages and Cultures: English for Academic Study
• BALEAP guide to accredited courses

Fees and funding

• UK: £4,786
• International & EU: £30,240

Prices are based on the annual fee for full-time study. Fees for part-time study are half the full-time fee.

Irish nationals who are living in the Common Travel Area of the UK, EU nationals with settled or pre-settled status, and Internationals with Indefinite Leave to remain status can also qualify for home fee status.

• Fee status and policies

Alumni discount

We offer a 20% discount to our alumni on all Postgraduate Research and full Postgraduate Taught Masters programmes. This includes University of Glasgow graduates and those who have completed Junior Year Abroad, Exchange programme or International Summer School with us. The discount is applied at registration for students who are not in receipt of another discount or scholarship funded by the University. No additional application is required.

Possible additional fees

• Re-submission by a research student £540
• Submission for a higher degree by published work £1,355
• Submission of thesis after deadline lapsed £350
• Submission by staff in receipt of staff scholarship £790

Depending on the nature of the research project, some students will be expected to pay a bench fee (also known as research support costs) to cover additional costs. The exact amount will be provided in the offer letter.

The iPhD  is not supported by University of Glasgow Scholarship/Funding

• External funding information

The College of Medical, Veterinary and Life Sciences  Graduate School  provides a vibrant, supportive and stimulating environment for all our postgraduate students. We aim to provide excellent support for our postgraduates through dedicated postgraduate convenors, highly trained supervisors and pastoral support for each student.   Our overarching aim is to provide a research training environment that includes:

• provision of excellent facilities and cutting edge techniques
• training in essential research and generic skills
• excellence in supervision and mentoring
• interactive discussion groups and seminars
• an atmosphere that fosters critical cultural policy and research analysis
• synergy between research groups and areas
• extensive multidisciplinary and collaborative research
• extensive external collaborations both within and beyond the UK 
• a robust generic skills programme including opportunities in social and commercial training

How to apply

Gather your documents.

Before applying please make sure you gather the following supporting documentation:

• Final or current degree transcripts including grades (and an official translation, if needed) – scanned copy in colour of the original document.
• Degree certificates (and an official translation, if needed): scanned copy in colour of the original document.
• Two references on headed paper and signed by the referee. One must be academic, the other can be academic or professional. References may be uploaded   as part of the application form or you may enter your referees contact details on the application form. We will then email your referee and notify you when we receive the reference.  We can also accept confidential references direct to  [email protected] , from the referee’s university or business email account.
• Research proposal, CV, samples of written work as per requirements for each subject area.
• Degree certificates (and an official translation, if needed): scanned copy in colour of the original document
• Two references on headed paper and signed by the referee. One must be academic, the other can be academic or professional [except iPhD applicants, where only one academic or professional reference is required]. References may be uploaded   as part of the application form or you may enter your referees contact details on the application form. We will then email your referee and notify you when we receive the reference.  We can also accept confidential references direct to  [email protected] , from the referee’s university or business email account.
• Research proposal, CV, samples of written work as per requirements for each subject area. iPhD applicants do not need to submit any of these as you will start your programme by choosing a masters.
• Completed  College of MVLS Postgraduate Research Cover Letter

Notes for iPhD applicants

• add 'I wish to study the MSc in (select MSc from IPhD project choices) as the masters taught component of the IPhD' in the research proposal box
• For supervisor name, please ensure you write the named supervisors from your chosen IPhD project.

Before you apply

PhD/MSc/MD: email  [email protected]

iPhD: email  [email protected]

After you have submitted your application

PhD/MSc/MD/iPhD:  contact our Admissions team

Any  references  may be submitted by email to:  [email protected]

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Nursing Study Abroad

School of Nursing Global Experiences

School of Nursing students can participate in a Global Experience (Study Abroad)! We know many questions can arise when considering studying abroad or committing to a study abroad program. We are here to help answer these questions and support you throughout the entire process.

Nursing students who complete learning opportunities in a new environment can gain a deeper understanding of other cultures, particularly for the clinical setting, which provides new insights into healthcare delivery—both at home and abroad.

The American Association of Colleges of Nursing (AACN) reminds us that "the environments in which professional nurses practice have become more diverse and more global in nature," and study abroad can prepare nursing students to meet the challenges of future practice in these environments (AACN, 2008, p. 5).

Pitt Nursing students can use study abroad credits toward not only their program requirements, minor requirements, and certificates such as the Global Health Certificate and the National Preparedness and Homeland Security Certificate .

American Association of Colleges of Nursing (AACN). (2008). The essentials of baccalaureate education for professional nursing practice . Washington, D.C.: AACN. Retrieved from http://www.aacnnursing.org/portals/42/publications/baccessentials08.pdf .

Prospective or current students should get in touch with the Program Manager, Lynnea Lombardi, for nursing-related global experiences and study abroad programs. You can make an appointment here or email [email protected].

Generally speaking, yes. Your Academic Advisor can help you determine what requirements, if any, will be fulfilled by taking courses abroad. The Study Abroad Program Manager for a given study abroad program cannot make these determinations.

Tentative 2024 Nursing Panther programs include Plus3 Argentina, Plus3 United Kingdom, Healthcare Delivery in Switzerland, Himalayan Health and Wilderness First Responder, and Summer Nursing at Trinity College Dublin.

Apply as a first-year student:

• Plus3 Argentina: Healthcare Management
• Plus3 United Kingdom: Intersectionality at the Crossroads of Education and Healthcare

Apply as a second- or third-year student:

• Healthcare Delivery in Switzerland *
• Summer Nursing at Trinity College of Dublin
• Himalayan Health and Wilderness First Responder *

*Has historically received a competitive number of applications; third-year students may be given priority

There are several programs related to Health Sciences, including Healthcare in a British Context , Healthcare in Graz , Pitt in Bolivia: Culture, Society, and Health , and Public Health Threats in Suriname .

We offer several healthcare-related programs for nursing students, but you also can attend non-healthcare related programs. We recommend that you meet with the Program Manager to assist you in selecting the best program and best time to go abroad.

• Pitt in Spain (includes option to take Medical Spanish)
• Food studies in Italy
• And many more – contact Lynnea Lombardi to explore more programs!

Most Nursing students take advantage of Summer Term programs, particularly in the beginning of May. Although you can go abroad during any term (after earning 24 credits), participating in a study abroad program during a Fall or Spring Term will interrupt your curriculum sequence and extend your time to graduation.

Selected DNP students in the Nursing Anesthesia program are invited to participate in a three-week program at either Laos Friends Hospital for Children in Luang Prabang, Laos, or Angkor Hospital for Children (AHC) in Siem Reap, Cambodia. Activities for this Monday through Friday rotation include clinical practice at LFHC/AHC under the supervision of nurse anesthetists and teaching under the supervision of University of Pittsburgh Nurse Anesthesia Program faculty at the University of Pittsburgh.  LFHC is an NGO on the grounds of the Provincial Hospital in Luang Prabang Province and many pediatric cases in Luang Prabang Province and provinces in Northern Lao are referred to LFHC. AHC is an independent, non-profit pediatric hospital with the mission to improve healthcare for Cambodia's children in cooperation with the Cambodian government. On the weekends, students can explore the local areas by visiting temples, riding bicycles, and visiting museums.

The most important thing is to apply for a Passport if you do not already have one. Passports can take up to 13 weeks to process. We recommend that you apply for one as soon as possible. If you already have a passport, make sure it will not expire before or during your intended program. Information for U.S. Passports

To learn more about the costs of study abroad, please visit the Pitt Study Abroad finance overview webpage. Additionally, you can find the cost of a particular program on it’s program page on the Global Experiences website .

Yes. See the Pitt Study Abroad scholarships webpage for a list of available scholarships and their applications. PittFund$Me also includes study abroad scholarships. Keep in mind that scholarships for study abroad are competitively awarded and will not cover the entire cost of a given program. You may be able to earn multiple scholarships for a program. You should make alternative plans for paying for your program in the event that you are not awarded a scholarship. Past Nursing students have funded their global experiences with the Gilman Scholarship , Nationality Room Scholarships , and scholarships from the Office of Global Experiences, David C. Frederick Honors College, and School of Nursing. For scholarship advising, make an appointment with Lynnea Lombardi .

• College of Nursing
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Global Nursing Education

During study abroad, nursing students have opportunities to learn about different health systems and cultural competence and are able to practice their scope of practice with a diverse patient  population. 

Where can I study abroad?

There are multiple options for you to study abroad. Mostly it depends on where you are in satisfying your required curriculum. Your student advisor and the study abroad office can assist you in determining what options are for you.  

Begin the process

Step 1: Sign up and attend an education abroad advising workshop .

Step 2: Schedule 1:1 appointment with education abroad advisor, Marci Heidt , via EAB Naviage.

Step 3: Decide on a program.

Step 4: Contact your College of Nursing academic advisor.

• July 1 : Education Abroad application opens
• In this order: students signs, academic advisor & assistant dean sign, education abroad advisor signs, returned to academic advisor
• September 15 : Meet with academic advisor to discuss courses by this date. Education abroad advisor provides the course list, academic advisor finalizes/approves courses
• October 1 : Education Abroad application due
• November 1 : Education Abroad Approval Form due (form downloaded from application portal)
• January 15 : Education Abroad application opens
• March 1 : Education Abroad application due
• March 15 : Meet with academic advisor to discuss courses by this date. Education abroad advisor provides the course list, academic advisor finalizes/approves courses
• April 1 : Education Abroad Approval Form due (form downloaded from application portal)

Are There Nursing Courses Abroad? 

Each spring we offer N590, Special Topics in International Nursing and Healthcare, a Transcultural Nursing course to Germany or the Netherlands. N435, Capstone provides an opportunity for leadership and inter-professional education.

Meet the expert

Stephanie Armstrong, PhD, MSN, RN

Associate Professor & Global Nursing Education Coordinator

Challenge the conventional. Create the exceptional. No Limits.

• Research article
• Open access
• Published: 13 June 2011

The experience of international nursing students studying for a PhD in the U.K: A qualitative study

• Catrin Evans 1 &
• Keith Stevenson 2  

BMC Nursing volume  10 , Article number:  11 ( 2011 ) Cite this article

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Educating nurses to doctoral level is an important means of developing nursing capacity globally. There is an international shortage of doctoral nursing programmes, hence many nurses seek their doctorates overseas. The UK is a key provider of doctoral education for international nursing students, however, very little is known about international doctoral nursing students' learning experiences during their doctoral study. This paper reports on a national study that sought to investigate the learning expectations and experiences of overseas doctoral nursing students in the UK.

Semi-structured qualitative interviews were conducted in 2008/09 with 17 international doctoral nursing students representing 9 different countries from 6 different UK universities. Data were analysed thematically. All 17 interviewees were enrolled on 'traditional' 3 year PhD programmes and the majority (15/17) planned to work in higher education institutions back in their home country upon graduation.

Studying for a UK PhD involved a number of significant transitions, including adjusting to a new country/culture, to new pedagogical approaches and, in some cases, to learning in a second language. Many students had expected a more structured programme of study, with a stronger emphasis on professional nursing issues as well as research - akin to the professional doctorate. Students did not always feel well integrated into their department's wider research environment, and wanted more opportunities to network with their UK peers. A good supervision relationship was perceived as the most critical element of support in a doctoral programme, but good relationships were sometimes difficult to attain due to differences in student/supervisor expectations and in approaches to supervision. The PhD was perceived as a difficult and stressful journey, but those nearing the end reflected positively on it as a life changing experience in which they had developed key professional and personal skills.

Conclusions

Doctoral programmes need to ensure that structures are in place to support international students at different stages of their doctoral journey, and to support greater local-international student networking. Further research is needed to investigate good supervision practice and the suitability of the PhD vis a vis other doctoral models (e.g. the professional doctorate) for international nursing students.

Peer Review reports

Globally, a key strategy for the attainment of the millennium development goals and health system improvement is the development of nursing capacity. There is increasing investment by governments in nurses to attain doctoral degrees with the expectation that these graduates will then be able to lead the advancement of nursing in their respective countries [ 1 ]. There is a global shortage of doctorally qualified nurse educators and of doctoral nursing programmes however, which means that many international nurses have to go overseas to obtain their doctorates [ 2 ]. The USA, Canada, the UK and Australia currently comprise the major destination countries [ 3 , 4 ].

Study abroad involves a large personal, social and financial investment on the part of individuals, their families and employers. High hopes are being pinned on the shoulders of doctorally prepared nurses [ 5 ], yet relatively little is known about the learning experiences of these students during their studies overseas [ 6 ]. What is it like to try and achieve the highest possible academic award in an unfamiliar context? Is the PhD programme what students expected? What are the challenges? How useful and relevant is the doctorate perceived to be? How can supervisors and other doctoral educators best support this student group? This paper describes a study that set out to explore the international doctoral journey in the UK. In doing so, it adds to a slowly growing body of evidence exploring the nature, quality and appropriateness of different doctoral nursing programmes in a globalised context [ 7 – 10 ]

The UK Doctoral Nursing Context

Currently, UK nursing doctorates consist of two main programme routes - the professional doctorate and the 'traditional' PhD. The former is offered in many universities and, although there are some local variations, it usually includes an initial structured programme of cohort-based taught courses followed by a period of autonomous research leading to a dissertation. The professional doctorate is aimed primarily at practitioners who wish to apply a more evidence based approach to their work. Hence, it is orientated towards applied clinically relevant research and its taught elements usually include research training, clinical leadership and practice development. The practice-based doctorate that is gaining popularity in the USA as the entry level for advanced nursing practice is not yet offered in the UK, but one such programme has recently started in Ireland [ 11 ].

Students undertaking a PhD are usually also required to undertake formal research training in the form of taught courses, however, the training programme can be more flexible as the PhD has traditionally been envisaged as a more individualised programme of self-directed study relating to the planning and completion of a piece of original research. The majority of UK doctoral programmes also include substantial provision of transferable skills training to enhance graduate employability [ 12 , 13 ]. These are primarily delivered through inter-disciplinary 'Graduate Schools' and cover the following areas: research skills and techniques, research environment, research management, personal effectiveness, communication skills, team-working and networking skills, and career management [ 14 ].

In the UK, both the PhD and the professional doctorate take approximately 3-4 years full-time or 6-8 years part-time. In most UK universities, students are supervised by a team of 2 supervisors who meet with their student to discuss progress at least once a month.

According to the UK Higher Education Statistics Agency (HESA), in 2007/08, approximately 15% of UK doctoral nursing students were international (124 EU/non-EU students, 692 UK resident students) [ 15 ]. The majority of UK-resident doctoral nursing candidates are on part-time programmes however, so international students constitute the majority of full time doctoral students in many nursing departments [ 15 ].

The International Doctoral Nursing Student Experience

A recent literature review carried out by the authors synthesised a wide body of evidence relating to overseas doctoral students [ 6 ]. The review highlighted the transitional nature of the international doctoral student experience, suggesting that students face a range of cultural, pedagogic, linguistic and social adjustments [ 16 , 17 ].

A particular issue that many studies identified was the challenge of adapting to student-centred, self-directed learning practices common to western countries (as opposed to more didactic approaches that are often found in other parts of the world) [ 18 , 19 ]. The review also points out that the nature of the student experience is strongly influenced by their disciplinary affiliations and traditions and that this is turn is related to the kind of supervisory relationships that can develop [ 20 , 21 ]. In faculties of science for example, doctorates tend to be undertaken as part of a team of researchers whereby students have opportunities to gain support from peers and supervisors on a regular basis [ 22 ] . In social science doctorates however, the study context may be much more isolated making the process of adjustment more difficult [ 23 ]. Very little is known about how the particular disciplinary context of nursing affects the international doctoral student learning experience.

To our knowledge there have only been 3 nursing-related studies published on the international doctoral student experience One (published in 1995) was a retrospective phenomenological interview study conducted amongst 23 Taiwanese nursing graduates of US educational programmes, 4 of whom had completed doctorates [ 24 ]. Although they were now proud of their academic success, the respondents described their study abroad period as one of enormous stress, hard work and loneliness, characterized by little interaction with US nursing students. Another study (published in 2007) from one institution in the UK presented data based on a survey completed by 5 international doctoral students and 11 research supervisors [ 25 ]. Both staff and students saw great value in international education. However both groups identified the need for greater support to facilitate adjustment in a number of areas, including: understanding the PhD process, studying in a second language, working within a different academic culture, managing the supervision relationship, and finding a sense of community. Recommendations included staff training and the development of additional in-puts to support students. A larger scale study published in 2002 in the USA reported on a national survey exploring the international student experience completed by 24 different Schools of Nursing [ 26 ]. Challenges for students identified by the faculty included language and communication, development of critical thinking skills, inadequate financial support, loneliness and isolation. The faculty reported enjoying working with this student group but felt unable to give sufficient time to meet their needs, suggesting that more help from the wider university systems was required. This survey was followed up with one focus group with 5 international doctoral students at one US university. The students identified a range of similar challenges: lack of familiarity with US health care system; lack of familiarity with US teaching practices; lack of opportunity to participate in faculty research; communication problems and stress from trying to cope with a heavy workload. Although rather small scale, all three studies indicate that studying overseas can be stressful, although more in-depth data on the nature of specific challenges or ways in which students might be supported through these was rather limited. These studies are now rather out of date. Doctoral programmes and infrastructure are changing rapidly, particularly in response to enhanced global student mobility. More in-depth and contemporary research is required to build up a picture of the current situation.

Research Aim

The study aimed to explore the international doctoral student journey; specifically, to investigate the learning experiences of international doctoral nursing students at different points in their PhD journey and to identify best practice in supporting effective learning in this student group.

Research Design and Methodology

The study adopted a descriptive qualitative approach. A descriptive approach is considered appropriate when the features of particular phenomenon are not yet well understood. The study employed semi-structured interviews to give primacy to students' own perspectives and to the uniqueness of their individual experience [ 27 , 28 ]. A cross-sectional design was adopted whereby each participant was interviewed once at a particular point in their doctoral journey. The research adopted a constructivist methodological approach [ 29 ], recognising that students' accounts of their learning experiences were socially constructed, reflecting their own unique lives and backgrounds and reinterpreted for a researcher during the interview process.

Recruitment and Data Collection

Data was collected in 2008/09. Information letters were sent to all Schools of Nursing in the UK that were identified as running a doctoral programme (n = 44). The letters requested permission to access their doctoral student groups. Of the initial 44 Schools, only 21 reported having any international doctoral students. Of these, 3 declined to participate and 5 did not respond to repeated follow ups. The Heads/Deans of the remaining 13 Schools were then requested to forward one initial and one follow up research information email to their doctoral students and to put up research recruitment posters in student offices. Seventeen students from 6 different universities across the UK volunteered to be interviewed. It is not clear why students from only 6 universities responded - we did not attempt to ascertain whether all 13 participating Schools had indeed followed through with the requests to advertise the study. The interviews were arranged and conducted by a research assistant at a location of the students' choice and lasted between 1-3 hours. The research assistant was an international doctoral graduate (although not a nurse), whereas the other researchers were UK academic staff who led doctoral programmes. The latter were not directly involved in interviewing since it was felt that students would feel more able to open up freely about their experiences to a researcher who was not a UK academic member of staff. In order to enhance reliability or dependability [ 30 ], all the interviews were listened to by the principal investigator and a de-briefing meeting was held after each one to monitor quality, to discuss any issues that arose and to ensure consistency within the interviewing process [ 31 ].

Ethical approval for the study was granted by the University of Nottingham Faculty of Medicine and Health Sciences Ethics Committee. All students who agreed to participate signed a consent form and were provided with a book voucher as a token of appreciation after completing the interview.

Data Analysis

All the interviews were digitally recorded, transcribed and checked for accuracy. Field notes were taken immediately following each interview to provide context and individual case summaries were developed to facilitate analysis of each individual's doctoral experience.

The interview guide asked students to explain why they had chosen the UK and their particular university and type of doctoral programme. They were then asked to talk freely about their experiences in the UK and with the doctorate so far.

Analysis was an on-going iterative process. Trustworthiness of the study was enhanced by a variety of analytical strategies, as suggested by Lincoln & Guba [ 30 ]. To maximise credibility, the data was initially analysed jointly by the research team with the aid of NVIVO. Each researcher read the transcripts a number of times and assigned a code to significant units of the text. There was significant inter-coder agreement, but inevitably, the researchers' different experiences and standpoints influenced the coding process to some extent. We engaged in numerous reflexive exercises to clarify our own positions and preconceptions [ 32 ]. Any variations in coding were extensively discussed and the transcripts repeatedly revisited until a jointly agreed coding framework was developed which continued to be revised and refined over time. The codes were then clustered into a range of emerging themes and sub-themes which were then grouped into 3 major categories - see table 1 [ 33 , 34 ]. Careful attention was paid to atypical cases and specific examples of these are noted in the findings [ 35 ].

The Participants

The 17 participants represented approximately 14% of the possible international doctoral nursing student population (n = 124) [ 15 ]. Table 2 summarises the broad socio-demographic characteristics of the research participants. Some details have been kept deliberately non-specific (e.g. nationality) in order to protect the anonymity of the participants. The number of students interviewed per university ranged from 1 to 5. The students came from 9 different countries. The majority of students were mid-career, both in terms of age and position. Many students (n = 9) were already working in higher education (e.g. as clinical instructors or junior lecturers) and needed a PhD in order to progress further. The majority of these were involved in pre-registration nurse training (rather than specialist post-registration or MSc level education). Likewise, some participants (n = 7) felt that they had reached the end of their clinical career ladders and that their only way forward was a lateral move into higher education which necessitated a PhD. Three of these were senior nursing administrators in hospitals, one was a palliative care specialist, one was a diabetes specialist and two had backgrounds in critical care nursing. Most participants (n = 15) saw their future careers in higher education. The majority (n = 13) were supported via government scholarships and all of those who were married had been able to bring their families. Six participants were male. Four of these were in the UK with their families. The other two were unmarried. Out of the eleven female participants, six were in the UK with their husbands/children; five were unmarried and had come alone. All of the participants were undertaking traditional 3 year PhD programmes involving the student carrying out a piece of original empirical research, presented in a thesis written in English and examined by viva conducted in English.

A Journey of Transitions: Adjusting to Doctoral Study in the UK

For many of the study participants, undertaking a PhD in the UK involved a number of significant transitions requiring a process of adaptation, learning and adjustment.

The first of these was the need for some students to adjust their expectations of the PhD programme structure and content to the reality that they encountered. Many participants had expected a highly structured academic programme with a strong emphasis on course work as well as research (more akin to the professional doctorate). They expressed great surprise that they were expected to develop their own programme of work according to their own learning needs:

When I came and start doing my PhD I never thought it would become purely dependent on the student, and the supervisor just will give you headings, or guidelines, I thought it was like, just a total programme......... I didn't think it would be pure research, just by learning by yourself (S.16)

Likewise, many students (n = 13) noted that they had expected a greater focus on professional nursing issues within their programme and were surprised at the almost exclusive emphasis on research. Some students had expected to undertake clinically-oriented specialist courses alongside clinical practice, as was their experience from their own countries:

Clinical theory it's more important, it's like we already told our Dean of the department here - we need it because we come here and you can find nothing. There is always a gap between your theory and the practice. And why we do PhD but we don't have clinical experience? It's so tricky you know; you know it's a problem but you still not operate. In my country I do my Master's, I still need to do the placement in hospice ward, I learn it, and my supervisor had to go to the hospice ward to supervise me and discuss meeting about my case study. Yes, I think it's important (S.8).

Others were not specifically seeking further specialist courses but had expected the PhD programme to include more input on understanding the UK nursing situation. Only two mentioned having spent time visiting clinical settings during their time in the UK. A number of students commented that this lack of engagement with UK nursing had hindered their ability to reflect critically upon nursing in their own countries or to act as agents of change upon their return:

This is the problem we all have now. If we go back to our country someone will say 'what is UK healthcare system'? We don't know, because we don't have a chance to go into the field, we didn't have a chance to observe. We just do our research, in our field only, in office, face the computer. How can we know nursing here? It would be very useful because we are looking for international comparisons... especially for me as a change agent. My government to send me here to the UK, so it's expected when I go back to my home country I will make some changes and so would like to learn more about what is going on in the UK here so I can transfer that knowledge to my home country. (S.14)

When asked why they had chosen the PhD rather than the professional doctorate, the majority of participants said that they had never heard of the professional doctorate programme and did not know anything about it. Those that had heard of it thought it required a compulsory clinical practice component (which is not the case in the UK model of the professional doctorate) and therefore excluded themselves on the grounds of not having UK nurse registration. In addition, most participants felt that it would not be recognised in their own countries.

A second transition for students was the need to adapt to the self-directed autonomous nature of learning at doctoral level. Many participants found this extremely difficult, especially in the first year, when they were trying to find a focus and identify their research questions. Some students described how the need to define and take the lead on their own projects had created deep anxiety and a desire for more guidance:

I think I spent quite a lot of time trying to understand what I need to do. The project is specific just for me, so I cannot ask anything from my classmates. Then, I cannot make this plan because I want my supervisor to tell me it is right or wrong, but every time my supervisor asked me what are you going to do next? What's your plan? And I just can't think, oh I don't know, I thought you would tell me, you know, like that. (S17)

Others however noted that, although deeply challenging, independent learning had been a liberating and exciting endeavour:

There's a certain freedom in the PhD.............but you always need to motivate yourself and mobilise yourself in different ways in order to get the results. This is sometimes exciting, sometimes it's disappointing, frustrating, but in total I would say it's an enviable experience for me. (S.13)

A third transition was the need to understand and adjust to the expectation of originality and criticality in doctoral level work. Many students noted that their educational backgrounds had trained them to describe and replicate knowledge rather than to create it. They commented that their doctoral work had initially reflected this descriptive approach and that developing criticality was a long and slow process. Students frequently associated personal development in this area with particular supervisory practices (see below) such giving detailed feedback and discussing specific texts with students. Several students noted that, although challenging, they had come to enjoy 'finding their own voice', noting that their growing ability to articulate their own ideas and to contribute to academic debates was empowering:

In my country, for exams we had to memorise. In assignments, I used to prepare them by taking paragraphs from different books, this one here and that one there - a collection of paragraphs is a Masters assignment. But now, finally, I know how to create - I can find out evidence - I can create an original draft from my original ideas, - not plagiarised, it's my own. I can accept others' argument, but at the same time now I can argue my own argument, that is a skill I learnt from learning here for two year. (S3)

A fourth transition that affected 16 of the sample was the need to learn and write in a second language. These students strongly emphasised the enormous challenge of studying in English. For them, social interaction and academic study initially demanded a huge effort which created stress and anxiety because of the extra time and energy that every task required. In addition to learning to study in a different language, students also commented that they needed to adapt to different expectations of academic writing, particularly conventions of how to structure longer pieces of work and how to develop a critical academic argument. For many, this had also been a significant challenge:

I think the cultural difference, the way we express ideas - the logic - is different. I think English is very straightforward, you tell the reader what's the purpose, or what's the content, to the paper, and then like a free structure - a,b,c. But in Chinese the logical is different, we just tell you maybe the background and then the story and the end will be a circle to work out whole story and then you work with the end. (S10)

Most of the participants felt that English classes provided by their universities were not very helpful in meeting their language needs. These were considered too basic and too generic. Rather, one to one feedback or discipline-specific language training would have been preferred.

For many students, the transitions described above were most pronounced at the beginning of their doctoral programme study (the first year was often mentioned as a particularly difficult time). In spite of the challenges of adjusting to doctoral study, several students described how their sense of academic capability had grown over time:

If I compare with the first year I felt myself lost when I start, because I wasn't able to plan to exactly what I'm going to do, or to put a timetable for myself, but I think myself now more control over my study, I'm able to do what I'm planning to. I can see the difference, I feel like I have more skills now. (S.4)

A Journey of Relationships: Finding Support for Doctoral Study

Given the range of adjustments that needed to be made to UK doctoral study, many students described a strong need for support during their doctoral journey. This need for support was identified in the context of three sets of relationships: through supervisors, through interactions with the department/institution and through relationships with other students and wider social networks.

The supervision relationship revealed itself as by far the most significant element of the students' learning experiences. Expectations of the supervision relationship were strongly influenced by the participants' past educational experiences. For example, many participants described their previous student-teacher relationships as having been rather hierarchical whereby students were expected to demonstrate extreme respect and where students were not encouraged to ask questions or to voice their own opinions. This had an impact on the way in which participants engaged with their UK supervisors with many students describing an initial uncertainty in how to approach the supervisory relationship:

I don't know, it's maybe for our culture, we don't talk out, I don't know if it's good or not, because we are afraid to confront teacher, yes. And because I'm afraid that she think that I'm kind of like challenging her or something, but maybe they don't think that way, but we, I think she will kind of like feel differently with me. (S.1)

Likewise, many participants noted that in their own countries, supervisors would be expected to actively lead a project by telling students what to do. For these students, the British expectation of student-led project management was a real challenge:

In my country, if I was doing a Masters or PhD your supervisor would tell you what to do, but here it's different, so I'm kind of like waiting for my supervisor to tell me what to do, but my supervisor is waiting for me to tell them what I'm going to do. (S.8)

In other cases however, the participants favourably contrasted UK supervisors with their home experience and appreciated the time and attention given as well as the more egalitarian and collegiate ethos:

In my country supervisors really don't take time to meet with you like the way we have here. Here, they're very concerned about your welfare, about how you're getting on. (S.16)

In discussing supervision experiences, participants were very clear about what constituted good or poor quality supervision practice - as summarised in table 3 . Interestingly, although students clearly valued particular supervisory characteristics such as being knowledgeable or accessible, the most highly valued supervisory attribute was the demonstration of a personalised student-centred approach. This was seen as foundational to the development of trust in the supervisor:

They were friendly, if I want to speak to them for my research or ask a question, first they ask me about myself, about my family and everything, how I'm living, what I'm doing, if everything is OK - this make me believe in my supervisors. When it was critical for me, when I had blocks and couldn't move forward, I trusted their suggestions. The trust is the first important thing and I had that experience in fact, and it helped me to progress with them (S13)

The personalised approach was contrasted unfavourably with supervisors who adopted a task-oriented 'professional' approach or with supervisors who were inconsistent in the way they dealt with students. There was a strong sense that students wanted their supervisors to understand them as people as well as to care about their projects:

I didn't have any interest from my supervisors in terms of sort of emotional support, they were more concerned about research and research only, but not 'is she feeling ok, is she feeling settled'? There are loads and loads of issues, and I think that I wasn't given that much attention from that particular side. You know when there's not that much interest in the student or in their work, you know, how to explain it, the student cannot trust that supervisor. (S.3)

One EU student had a different point of view, expressing satisfaction with purely project focused 'professional' interactions. This student was already highly skilled in project management however and was a senior figure in his field. Unlike many other international students, he was perhaps less reliant on his supervisors to maintain his confidence and to reduce anxiety.

Several participants who were in years 3-5 noted that the supervisory relationship changed over time commenting that there was a gradual development of greater control of their own progress:

There are times when you feel you are very vulnerable with your supervisor. I think for all first year and maybe second year students, they feel they are more led by their supervisors rather than they are in control, but once you sort of gain that sort of confidence and experience and you know your topic which I think you will know your topic more than your supervisors, in that sense you will be able to lead the way. (S.15)

The student experience of finding support from their departments or from social relationships in addition to their supervisors was rather variable. For example, two students felt very isolated because they were the only international students in their departments (and part of a small group of PhD students more generally). Others noted that they had developed good links with other international doctoral students (primarily due to physical proximity when sharing an office) but all commented that it was difficult to get to know UK PhD nursing students. Many commented that UK PhD nursing students are usually part-time and are thus rarely in the department. Others mentioned that they felt shy about approaching UK students and several expressed a feeling that the UK students seemed too busy or not particularly interested in their international peers.

You know, most of the British students study part-time, so we don't see them all the time. I had in fact several attempts to be involved with them, but I think that it is like I am shy. When we meet them in some classes they are good, they are helpful but they are busy on their own or maybe I'm not friendly enough to them so that I can continue with them (S.8)

Some Schools organised regular PhD student and/or staff research seminars and students placed great value upon these as useful arenas for relationship building:

The seminars helped me meet other PhD students. When you meet and chat with other people you will feel that it's not only you in this world, you're not on your own, because sometimes you feel 'I'm the only one who's doing a PhD, no one else is doing it'. So they will tell you about their problems or their difficulties, and they're living in misery now because they couldn't do so and so. So it's also social event let's say, yes. We exchange telephone numbers and email - it becomes a network (S.11)

The ability of students to develop relationships with other staff in their School was also variable. In some cases students felt that academic staff did not always take the time to get to know them and did not recognise the skills and experience that they brought with them:

We didn't see much initiation or willingness from some of the staff to know the students. When people will ask you 'oh where are you from, you are from [country name]'. OK - fine, then they just assume that you don't know nothing. I think they need to learn about, or to know about the background of international students (S.9)

Where good relationships developed however, students had sometimes found opportunities to work as research or teaching assistants and felt that they had gained valuable transferable skills, as well as building wider social networks.

A large number of students commented that a whole-School approach to international students was needed, in which all staff, including administrative and cleaning staff displayed a positive approach and where systems were in place to meet student support needs:

I feel that helping the international students and being successful with the international students is not one person's work, it is team work and imagine that one member of the team is not professional and not helpful, the whole process will fall down, it is like a chain and part of this chain is the administrative staff, the cleaners, the technicians, it's not the academics only and that is a very, very important part (S.5)

Outside the department, some students had been able to develop enjoyable and supportive social links (although these were primarily within their own religious or ethnic communities or with other international students). A number of participants mentioned that social events organised by the university had been an important factor in developing friendships and having an occasional break.

Those students with stronger social networks (particularly those who had come with their families) seemed more positive about their overall PhD experience.

A Journey of Challenge and a Journey of Growth

The majority of participants indicated that the PhD felt like a long, emotionally and academically challenging journey - see table 4 . The academic transitions and challenges took place in the context of adjustment to leaving home and learning to live in a new country and culture. Thus, many participants described struggling with loneliness, isolation and the cost of living in the UK:

Sometimes you feel you are an alien here. How to say? The world feels upside down. I am away from my home country, from my family. I feel very lonely because I come from an extended family with many people living with me, so I found staying alone in this country is very difficult. Here you are totally in charge of doing everything by your own, this puts a lot of stress on you (S.9)

Most participants carried the weight of high expectations from family, colleagues and sponsors on their shoulders which, in some cases, had clearly led to chronic anxiety about whether they would succeed. In some cases, this prevented students from being able to engage in social aspects of life in the UK and prevented them from being able to enjoy their PhD experience:

I can say, I am inventing a new knowledge. So that's internal satisfaction. When my supervisors say 'good' I feel a reward and a relief. But externally there is, you know, there is nothing - just worry. At home everyone is waiting for me. So then I am thinking - will I do it? can I finish this? I mean I'm not really enjoying you know the PhD life. Sometimes I try to enjoy in the UK, but I feel I have to finish, only then can I enjoy (S.14)

As noted above, students who had come with their families had wider social networks and some spoke positively of the support they had received from their spouse and children. On the other hand, both male and female married participants commented that their families required precious time, attention and financial resources, noting that it was sometimes very stressful trying to juggle conflicting demands. However, amongst the 7 unmarried participants, the 5 females in particular expressed considerable loneliness. This was especially marked amongst those from the Middle East who were used to living in extended family situations in a context where everyday activities of life were often undertaken collectively and who now found themselves having to manage everything alone:

Living on my own, and having to manage everything by my own, it was completely different from how I used to live back home. I had, you know - there are always your brothers, your sisters around you, your mum, your father supporting you, but here you have to do everything on your own (S.8)

Almost all the participants were used to being high achievers and, in some cases, had enjoyed social prestige from being in highly respected positions in society (e.g. a lecturer). The interviews showed that, for a significant number of students, this self identity was challenged as they struggled to adjust to UK academic practice but also to the social status of being a student again:

My supervisors accused me of poor work after I spend so long on the writing. You know this really hurts your self esteem, yeah. When I think - before - you know - I had my own office. People come and take my bags, bring me tea but now, you know, I'm here as a small stuff, suddenly everything change. This hurts our confidence (S.12)

On a more positive note, students at a more advanced stage in their studies talked at length about how much they had developed throughout the course of the PhD. Much of their discussion focused on the personal development that stemmed from adaptation to a new country as well as academic development as a result of their studies. Many noted that their confidence and their ability to manage their life and work independently had grown tremendously. This appeared to be particularly pronounced for the female participants, especially those from the Middle East:

Well it's been a massive experience for me, massive. I mean personally, emotionally, intellectually, mentally, I think I have grown up a lot. My confidence has increased most. Before, when I worked as a nurse I didn't want to talk to others, but now I'm more confident, I can talk with people in different way, I can express myself in a different way. I think part of it is to do with the topic and the project itself and the other part is about living in the UK. Being on my own in the UK all these years, I think that was the biggest challenge and that taught me a lot. I think I will definitely apply the skills that I have gained from living here, whether it is in building my confidence, whether it is interpersonal skills, communication skills, I think I have learnt a lot. Now I'm totally independent person. (S.15)

Interestingly, although adjusting to 'independent study' was one of the biggest challenges that students said they faced, many also described tremendous satisfaction at having developed independent research and problem solving skills. Some participants described how their whole outlook had changed as a result of their experiences in the UK, noting a general development in their intellectual maturity:

The way how we analyse things after you have completed your PhD is different than when you started. You see different way of analysing, you see different perspectives, and you learn how the others think about the same events. You just have one way of thinking and the others have others, so we can share the perspectives. I learn how to be a high professional person, and to respect others obedience, I learnt how to present myself at my study, I learnt also how to be open and accept the others opinions, accept the criticism. I learn too many things, I feel like I really become a different person than when I just came here. (S.16)

In sum, for many participants, the PhD was experienced as a stressful but transformative journey.

This study has identified five factors associated with doctoral study in the UK that affected the nature of the learning experience for overseas doctoral nursing students.

First, there was a gap between students' expectations of PhD study and the reality that they encountered. Whilst PhD programmes will inevitably vary from one institution to another, many students expected their PhD to include a stronger professional nursing focus in addition to the research emphasis - more akin to the taught professional doctorate model. Several students expressed regret that their PhD had not afforded them with greater opportunities to learn more about UK health care practice, and, therefore, to equip them with a broader vision of global healthcare. Although students clearly wanted greater engagement with professional nursing issues, they all felt that any doctorate other than a PhD would not have been recognized in their own countries. This finding relates to a wider debate on the growth, recognition and international relevance of the professional doctorate in nursing and suggests that there may be a need for greater promotion of professional doctorate programmes to the international nursing community [ 10 ]. In the short term however, this finding also indicates that existing PhD programmes may need to create a formal system by which to facilitate clinical insight visits and to provide courses or seminars that enable students to understand and critically compare UK healthcare practice from an international perspective. Likewise, research supervisors could be trained to help students to make relevant clinical connections.

Second, our findings show that many of the participants initially struggled to understand and develop key doctoral level skills within the context of UK academic practice (specifically criticality, self-directed learning and English language/writing) - although those students with previous experience of UK study seemed to have an easier transition into doctoral academic practice. As the interviews focused only on the nature of the student experience (rather than evaluating the content and structure of each institution's doctoral programme), it is not possible to draw any firm conclusions regarding which aspects of a doctoral programme can best support the development of these skills. This is an area that requires further research [ 36 , 37 ].

It is important to point out here that the move to doctoral level being and thinking is a transition that all doctoral students need to take, not just international students [ 36 , 37 ]. By focusing upon international students, we do not wish to artificially problematise this group [ 38 ]. There is still much to be learned about how institutions and supervisors can best support the development of doctoral students into confident autonomous researchers, and how the needs of specific student groups can be addressed within this process [ 36 , 37 ]. A number of authors have commented that the current model of doctoral education can create hurdles for many types of 'non-traditional ' student (e.g. older students or part-time students), and it may be that many of the challenges raised by the international students in this study are shared by other student groups [ 39 – 42 ]. Indeed, we suggest that several issues raised in this study may well apply to other groups of doctoral nursing students. For example, studies on the professional doctorate suggest that UK nursing students also face challenges in making the transition to independent research and that their adjustment is hampered by their part-time status which acts as a barrier to engagement with peer networks and an institution's wider research environment [ 43 – 45 ].

Third, many participants wanted more structure within their PhD programme (expressed as wanting more taught input and more guidance). The majority of UK Nursing PhD programmes do in fact offer extensive research methods courses and encourage students to undertake these. These courses are taken on the basis of individual need however rather than as part of pre-defined structured programme so many of the study participants still expressed a sense of uncertainty and lack of direction regarding their progress and plan of work. This uncertainty was most acute during the first year of doctoral study - a finding that has been reported in other studies [ 46 , 47 ]. Whilst this suggests a need for more support, there is also a growing recognition that going through a degree of anxiety/uncertainty is an almost inevitable part of developing a doctoral identity as research students slowly come to find their own epistemological positions, to define their own research questions and to create their own voice [ 48 ]. The participants' accounts of self-transformation suggest that they did indeed experience their doctoral study as life changing. Those in the later stages clearly valued their new research-related knowledge and skills but also appreciated more generic changes in their own personalities (e.g. becoming more confident and independent) and in the way in which they approached the world (e.g. becoming more open minded, tolerant and more able to solve problems).

Fourth, the research found that the doctorate was an emotionally laden journey and that many students experienced high levels of stress and anxiety during their studies. Whilst some of this stress was associated with the personal, academic and cultural transitions that were demanded, it was also strongly related to the perceived quality of the supervision relationship. The research found that supervisors constitute students' primary sources of support and guidance and play a key role in the development of doctoral level attributes. As in other studies [ 16 , 17 , 19 ], our findings suggest that the experience of 'good' supervision is predicated upon a personalised relationship of trust and emotional support. Doctoral supervision is still an under-researched and little understood area of pedagogical practice [ 49 , 50 ], and there is a particular need for more work to be done to identify and disseminate models of good practice in supervising international doctoral students [ 51 , 52 ]. Our study also indicates that supervisors may need more training and support to understand and work effectively with this student group [ 53 ].

Fifth, the dependence upon supervisors found in this study may also have been related to the fact that only a few students had developed strong links with other elements of a university's research environment. For example, relatively few participants had been able to forge close links with other (UK) doctoral nursing students and relatively few seemed to have become engaged in wider departmental research activities. This finding has also been reported in previous studies of international doctoral nursing students [ 24 – 26 ]. Thus, the PhD seemed to have been experienced as a journey taken in isolation rather than in the context of a supportive peer community [ 21 ]. Increasingly, the development of professional networks are considered essential for socialisation into the role of independent researcher [ 14 ]. Moreover, the development of international-home student links is important in order to build future communities of practice of nurse researchers. Given the students' initial unfamiliarity with the UK context, the onus appears to be on the School and/or the supervisors to proactively create regular opportunities for networking and relationship building [ 40 ]. The research also shows that other staff (including administrative staff) need to be made aware of international student needs and encouraged to make an effort to make them feel welcomed and supported.

Recommendations for Best Practice in Supporting Learning for International Doctoral Students

Overall, the findings suggest that Schools of Nursing need to create an infra-structure and whole-systems approach to 'scaffold' the learning of international students within their doctoral programmes. Such an approach should aim to support the transition to doctoral level study, to create a sense of confidence in their direction of travel, to support the development of productive supervisory relationships and to support engagement with other social and academic/research networks. A range of possible scaffolding inputs is summarised in table 5 . A key element of this approach is supervisor training to ensure that supervisors understand the particular needs of this student group and develop effective strategies for providing feedback and guidance.

Limitations

The most significant limitation of this research is its cross-sectional design which provided only a snap-shot of student views at a particular point in time, and in so doing limited the conceptualization of the PhD as a long term learning process. The fact that the sample included students at different stages of the PhD overcame this limitation to some extent, but a longitudinal design would provide opportunities to gain a more in-depth understanding of how the PhD experience unfolds. It is not clear how representative the sample was. Due to self-selection, it is possible that it included students with particularly strong views.

Respondent checking to enhance trustworthiness (particularly credibility) is a contested concept in qualitative research, and this was not undertaken in a formal manner as many of the participants had graduated and returned home by the time the final study report was completed [ 54 ]. Nonetheless, a number of seminars about the research were held with international doctoral students based at one UK University and at one national event on teaching international students. All those present strongly endorsed the analytical framework presented here, commenting that it mirrored their own experiences. In addition, the findings are highly consistent with the existing literature in this area, lending some support to their wider transferability [ 55 ].

The further development of doctoral educational practice in nursing is hindered by a very limited evidence base. Quality criteria have been defined [ 8 ], but, with some exceptions, there have been very few evaluations of doctoral programmes for nurses [ 7 , 56 – 58 ]. It is unclear to what extent the issues reported in this study are similar or different to the experience of international doctoral nursing students in other popular 'doctoral provider' countries or to the experience of 'home' doctoral nursing students. Given the strategic importance (and scarcity) of doctorally qualified nurses, more research is needed to ensure a high quality doctoral provision and a satisfactory student experience.

This particular study has provided important insights with regard to the learning experiences of international doctoral nursing students in the UK and has suggested areas where further support and programme development may be beneficial. Further research is needed to investigate the suitability of the PhD vis a vis other doctoral models for this student group.

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Acknowledgements

We acknowledge Dr. Mohsen Tavakol for his assistance with conducting the research interviews. We are grateful to all the students and faculty who assisted with, and participated in, the study. The study was funded by a grant from the University of Nottingham Learning and Teaching Development Fund.

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CE conceived of the study. CE and KS supervised data collection and conducted the analysis. CE drafted the initial manuscript. KS revised parts of the manuscript. Both authors have read and approved the final manuscript.

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Evans, C., Stevenson, K. The experience of international nursing students studying for a PhD in the U.K: A qualitative study. BMC Nurs 10 , 11 (2011). https://doi.org/10.1186/1472-6955-10-11

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PhD in Nursing

• Updated on  
• Feb 3, 2023

Amongst the pivotal professions in the healthcare industry, Nurses are an incremental link between doctors and patients. As a medical field, Nursing concentrates integrally on the patient care. As a career, it aims to save lives, ensure the well-being of families and communities as well as comfort those in need. Nurses usually help and support the doctor so that they can perform their treatment proficiently. If you also feel inclined towards this profession and want to attain the highest academic degree in this specialised domain, you must consider opting for doctoral nursing courses . Through this blog, we will provide you with a comprehensive guide on PhD in Nursing, specialisations offered, top universities as well as the career scope it entails.

This Blog Includes:

Curriculum of phd in nursing, top universities offering phd in nursing, eligibility criteria for phd in nursing, career scope, job profile and salary, top recruiting companies.

Through a doctorate degree in Nursing, one can aspire to delve deeper into the varied fields in Nursing as well as their prospective applications. Scholars are made familiar with the theories, principles, public-policies and real-time case studies in Nursing. Also referred to as the Doctor of Nursing (DNP), the duration of a PhD in Nursing usually ranges from 3-7 years, in which students are provided with an in-depth knowledge of high-end service for patients, maintenance of health status, several concepts concerning patient care etc. Once the students cover the theoretical coursework of the program, they have to present their own thesis. The research dissertation submitted in the final year is a major parameter which determines whether you qualify for the degree or not. 

Also Read: Nursing Courses

The advanced level curriculum of the course is efficiently designed to impart the intricate knowledge of the field to the enrolled students. Through the duration of the course, students will be well equipped with the core concepts and principles as well as a platform to carry out in-depth research work. 

• Nursing Leadership
• Dominant Health Issues and Policies
• Theories of Nursing
• Epistemology 
• Nursing Informatics 
• Nursing Therapeutics

Along with a detailed study of the following, above-mentioned subjects students will have to conduct their own researches. Through the coursework of their research candidates will be exploring the surveys to get a firm knowledge about the concept, objectives and statement of the problem. 

Note : The above-mentioned syllabus for PhD in Nursing is just for the indicative purposes. It may differ from one university to another. 

Also Read: BSc Nursing Courses

Finding a suitable research institution or university for your doctoral degree can be an arduous task. Choosing the right university for this program is a very important factor in carving your academic journey as they possess the potential to polish your personality and directing you towards the right job profiles where numerous career prospects await. Below we have listed some of the notable universities across the globe providing PhD in Nursing:

To enter into the global leading universities of abroad, it is mandatory for the candidates to meet some prerequisites. As doctorate degrees in Nursing are offered by a multitude of universities across the globe, the eligibility criteria may differ from one institution to another and that’s why candidates are advised to go through the official website before apply for the degree. Following we have listed down some of the essential requirements for a PhD in Nursing: 

• Bachelor’s degree, i.e. BSc Nursing or in some related field of Medical Science.
• Master’s degree in Nursing. For example, MSc/ MPhil/MRes from any leading medical institution.
• Candidates must possess prior professional experience in Nursing at healthcare centres or organisations.
• It is essential for candidates to qualify the English language proficiency exams like IELTS , TOEFL , PTE etc with good scores.
• Letter of Recommendation ( LOR s) along with Statement of Purpose ( SOP )

Once you have successfully completed your doctorate degree, there are varied options available in the field of Nursing that you can choose from. As the healthcare sector is growing at a fast pace, the demand for well-equipped nurses is a never-ending one. Take a look at the following major job areas you can choose from after concluding your PhD in Nursing degree:

• Clinical Nursing
• Cardiac Nursing
• Gastroenterology Nursing
• Medical-Surgical
• Geriatric Nursing
• Occupational Health Nursing
• Nursing Labs

Also Read: Healthcare Courses and Jobs

The following are the popular job profile and salary after pursuing PhD in Nursing:

The following are the top recruiting companies for nursing:

• Shanti Gopal Hospitals
• Dominic & Co.
• Falcon Multi Services Limited
• Government Hospitals
• Apollo Hospital
• Max Hospitals

PhD in Nursing usually ranges from 3-7 years, in which students are provided with an in-depth knowledge of high-end service for patients, maintenance of health status, several concepts concerning patient care etc.

The following are the top universities for PhD in Nursing: University of Pennsylvania University of Auckland Deakin University

The following are the top recruiting companies for nursing: Government Hospitals Max Hospitals Apollo Hospitals

Thus, we hope that this blog has helped you understand what a PhD in Nursing comprises of. If you are planning to study your doctoral degree and don’t know which program you should opt for, sign up for a free career counselling session with our mentors at Leverage Edu and let us help you find a suitable degree as well as university that can provide you with the required exposure to delve deeper into your field of interest.

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Doctor of Philosophy (School of Nursing and Midwifery)

Gold Coast , Australia

THE world university rank:  251

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INR 3,514,438 ? AUD  71,000 Program fees are indicative only. Speak to your IDP study counsellor to get up-to-date course prices.

Doctor of Philosophy in Medicine, Nursing and Health Sciences

Melbourne , Australia

THE world university rank:  54

Doctor of Philosophy (041047A)

Doctor of Philosophy - Nursing

Toowoomba , Australia

THE world university rank:  351

Doctor of Philosophy – Nursing and Midwifery

Sydney , Australia

THE world university rank:  301

INR 4,217,325 ? AUD  85,200 Program fees are indicative only. Speak to your IDP study counsellor to get up-to-date course prices.

PhD/MPhil Nursing and Midwifery

Stirling , United Kingdom

THE world university rank:  401

INR 4,824,454 ? GBP  51,900 Program fees are indicative only. Speak to your IDP study counsellor to get up-to-date course prices.

PhD Nursing and Midwifery

Belfast , United Kingdom

THE world university rank:  201

INR 5,270,646 ? GBP  56,700 Program fees are indicative only. Speak to your IDP study counsellor to get up-to-date course prices.

Doctor of Philosophy in Nursing

Adelaide , Australia

INR 7,840,661 ? AUD  158,400 Program fees are indicative only. Speak to your IDP study counsellor to get up-to-date course prices.

PhD/MPhil Maternal and Child Health/Midwifery

Southampton , United Kingdom

INR 2,509,831 ? GBP  27,000 Program fees are indicative only. Speak to your IDP study counsellor to get up-to-date course prices.

Milwaukee , United States

THE world university rank:  801

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• Courses for you

Annual School Awards & Recognitions

Each year during the fall and spring ceremonies where diplomas are presented to graduating undergraduate- and graduate-level students, as well as during the Pinning & Awards ceremony, awards and recognitions are bestowed upon select graduates.

Below you will find details for each of those awards listed by graduation year.

Commencement Speakers

• Main Address: Kelly Hancock, DNP, RN, NR-BC, FAAN
• Doctoral Student: Takiyah Smith, DNP
• Graduate Student: Haddar Sassouni, MN
• Undergraduate Student: Alanah Jackson
• Main Address:
• Doctoral Student:
• Graduate Student:
• Undergraduate Student:

Excellence in Precepting Awards

• Undergraduate: Amber Passalacqua
• Graduate: Takiyah Smith
• Undergraduate: 

Mary Kay Lehman Award for Excellence in Teaching

• Undergraduate Faculty: Janna Kinney
• Graduate Faculty: Chris Winkleman

Dean's Legacy Awards

• BSN: Lear Wang
• MN: Lindsay Morris
• MSN: Nina Cepeda
• DNP: Janine Galeski Keates

Alumni Award for Outstanding Clinical Competence

• BSN: Ashley Su
• MN: Anna McCully
• MSN: Jordan Nelson
• DNP: Sarah May

Cushing-Robb Awards

The Cushing-Robb Award for Excellence in Academic Achievement and Potential for Graduate Education

• BSN: Glen Ona and Rachel Shen
• MN: Nina Hollopeter
• MSN: Uma Subedi

Elliott Awards

The Rebecca & Samuel H. Elliott Award for Outstanding Community Service

• BSN: Anneliese Probeck
• MN: Lillian Edwards
• MSN: Rachel Kirschling
• DNP: Jonathan Sague

Zaworski Awards

The Madeline R. Zaworski Award for Outstanding Leadership

• BSN: Nicholas Valenta
• MN: Nicole Major
• MSN: Rachel Berkowitz
• DNP: Lauren Johnston

The Daisy Award for Extraordinary Nurses

• Rachel de Haan

Program Director's Awards

Directors Awards for Outstanding Graduates

• DNP: Julie Donmez

The Bolton Scholar Awards

• Excellence in Critical Care: Amanda Slusser
• Excellence in Acute Care: Garrett Wong
• Excellence in Research: Glenford Ona
• Excellence in Pediatric Nursing: Rachel de Haan
• Excellence in Maternal-Child Nursing: Alanah Jackson
• Excellence in Psychiatric and Mental Health Nursing: Isabelle Meyers
• Excellence in Community Health Nursing: Laine Hooper
• Excellence in Leadership and Community Service: Ronnie Adeyinka
• Academic Excellence: Rachel de Haan, Rachel Shen, and Ashley Su
• Excellence in Nursing Informatics: Nicholas Valenta
• Outstanding Capstone Project: Rebecca Holliman, Lear Wang
• Excellence in Gerontology: Olivia Nelson

Q&A with recent PhD graduate Siriphorn Na Nakorn

In conversation with ben monat, associate director of donor relations..

Siriphorn Na Nakorn , a newly graduated EMCON PhD candidate, celebrated the successful defense of her thesis, "The Efficacy of the Strengths-Based Resilience Intervention among Thai First Year Nursing Students: A Mixed-Methods Study" at the College's PhD Program Recognition & Awards Celebration on April 30, 2024. She joined Associate Director of Donor Relations Benjamin Monat in conversation about her College of Nursing experience and her nursing research journey.

Benjamin Monat: Why did you become a nurse? Siriphorn Na Nakorn: When I was young, I was inspired by the doctors and nurses working tirelessly in hospitals. During high school, my family and I made frequent visits to the hospital, which deepened my resolve to care for my parents and myself. Witnessing the compassionate care given to patients who were alone, I felt a strong desire to help those without family support. This experience motivated me to pursue a career in nursing. Enrolling in a nursing school in Thailand marked the beginning of my journey into the healthcare profession.

BM: Why did you choose to study at UMass? SNN: I pursued a master's degree in psychiatric and mental health nursing in Thailand, where my research led me to the work of Dr. Chandler, a professor at the College of Nursing, UMass Amherst, who specializes in resilience program. Eager to delve deeper into resilience and mental health in adolescents, I chose these subjects for my master's thesis and extensively studied Dr. Chandler's publications. I believe that collaborating with her would be an incredible opportunity. Therefore, when my employer encouraged me to pursue a doctoral degree, I decisively chose UMass Amherst as my top preference.

"The support I received from the faculty at the College of Nursing was exceptional... Their support made me feel welcomed and not alone, despite being far from home. For these reasons, I consider this to be the best nursing college in my experience." -Siriphorn Na Nakorn

BM: What was your experience like studying at UMass? SNN: I am certain that choosing to study here was the right decision. In 2020, I was accepted into the Ph.D. program during the challenging times of the pandemic. Studying abroad was daunting, but once I arrived in the U.S., the support I received from the faculty at the College of Nursing was exceptional. They seamlessly transitioned classes to ensure that everyone could learn effectively together, which greatly alleviated my anxiety. Their support made me feel welcomed and not alone, despite being far from home. For these reasons, I consider this to be the best nursing college in my experience.  

BM: What is your area of research? SNN: I completed my doctoral dissertation on the efficacy of a strength-based resilience intervention among Thai first-year nursing students. This resilience program had been implemented at UMass for some time. During my second year as a Ph.D. student, I had the opportunity to participate in these classes through a research-mentored experience with Dr. Chandler. I found the program to be well-constructed and observed positive changes in the students who attended. Inspired by this experience, I decided to introduce the program to nursing students in Thailand. The feedback from my Thai students was overwhelmingly positive, and they shared numerous positive outcomes. I consider this to be a significant success of my Ph.D. research.

"The extensive knowledge and skills I acquired at UMass have been instrumental in shaping my approach to research and teaching. My experience at UMass not only deepened my understanding of psychiatric and mental health nursing but also equipped me with the methodologies necessary to conduct independent research." -Siriphorn Na Nakorn

BM: What do you plan on doing post graduation? SNN: I received funding from my school in Thailand, which has enabled me to return and begin my career as a nursing instructor. The extensive knowledge and skills I acquired at UMass have been instrumental in shaping my approach to research and teaching. My experience at UMass not only deepened my understanding of psychiatric and mental health nursing but also equipped me with the methodologies necessary to conduct independent research. As a result, I am now an independent researcher who can effectively translate theoretical knowledge into practical applications within the clinical setting. This transition from theory to practice is critical in nursing education, as it prepares students for the real-world challenges they will face in their careers. By integrating research-based evidence into my teaching, I aim to inspire and empower the next generation of nurses in Thailand, much like my mentors at UMass inspired me. This journey from student to educator and researcher has been fulfilling, and I am eager to contribute to the advancement of nursing education in my home country.

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• London Study Abroad Adventures

by Lexie Gore | May 23, 2024 | Study Abroad | 0 comments

Traveling has always been a huge part of my life, but I never imagined I would have the opportunity to study abroad as a graduate nursing student. I love to travel and enjoy experiencing new places and cultures while making memories. I began traveling at a young age when my older sister and I would accompany our mom when she traveled for her national education conferences. Those trips were some of my favorite summer vacations!

When I saw the application for the nursing student London Study abroad trip, I texted my family and asked if I should apply. Obviously, they said yes since I love to travel! I was so excited to receive my acceptance letter stating I had been selected for the trip. London had not previously been on my travel bucket list, but I soon learned it was a great place for solo travel.

The week leading up to departure, I found myself a little nervous. This was to be my first visit to Europe, and I didn’t know if I had packed appropriately for the weather, but I was eager to immerse myself in British culture for a week. Once off the plane, I was so excited to meet the other nursing students in the cohort and start sightseeing. Of the 20 students on the trip, seven of us were graduate students. After checking into our hotel, my roommate, who is in the same graduate program as me, and I hit the ground running. The first day we went to Notting Hill and saw the beautiful pastel buildings and immersed ourselves in the immense shopping culture. We familiarized ourselves with the tube station and ate some great food. After our first full day in London, I was excited to see what more the city had to offer!

During class the next day, we had an instructor-led and open forum discussion on British healthcare versus American Healthcare. This lecture prepared us for the upcoming days in which we made visits to the Mayo Clinic and Cleveland Clinic. It was interesting to see these glamorous hospitals within the private healthcare system in London. We had the opportunity to talk with different women within the hospital systems who have worked their way up the corporate ladder. They shared how starting as bedside nurses contributed to their success now as leaders of the cardiovascular advanced practices and director of nursing.

Following our lectures and visits to the hospitals and Florence Nightingale Museum, we were granted ample time to sightsee. London is a city that truly has something for everyone. Whether you’re into history, art, fashion or food, there’s no shortage of things to see and do. I loved every moment of getting lost in its charming streets and discovering hidden gems around every corner.

One of the many perks of this study abroad experience was its proximity to so many awesome places and cities. I even completed a 5K during this trip, crossing run a race in a different country off my bucket list in the process!

On our free day, Kent State University College of Nursing faculty member Taryn Burhanan and I took the Eurostar to Paris, France, for a day trip. While I enjoyed immersing myself in another country, 12 hours is not nearly enough time! From sightseeing to the breathtaking Louvre and more shopping, I had the best time! I am so grateful for this once-in-a-lifetime experience. From the friends I’ve made to the memories I’ve created, studying abroad in London was truly a dream come true. As they say in London, Cheers!

Originally from Columbus, Ohio, Lexie currently resides in Houston, TX, where she works as a labor and delivery nurse. She is enrolled in Kent State University College of Nursing’s Women’s Health Nurse Practitioner to DNP program.

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Penn Nursing is globally known for educating dynamic nurses—because our School values evidence-based science and health equity. That’s where our expertise lies, whether in research, practice, community health, or beyond. Everything we do upholds a through-line of innovation, encouraging our exceptional students, alumni, and faculty share their knowledge and skills to reshape health care.

Penn Nursing students are bold and unafraid, ready to embrace any challenge that comes their way. Whether you are exploring a career in nursing or interested in advancing your nursing career, a Penn Nursing education will help you meet your goals and become an innovative leader, prepared to change the face of health and wellness.

Penn Nursing is the #1-ranked nursing school in the world. Its highly-ranked programs help develop highly-skilled leaders in health care who are prepared to work alongside communities to tackle issues of health equity and social justice to improve health and wellness for everyone.

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Patricia D’Antonio, PhD, Transitions from Standing Faculty

Patricia D’Antonio, PhD, RN, FAAN , the Carol E. Ware Professor in Mental Health Nursing, Professor of Nursing, and an internationally recognized historian of nursing and leader in nursing education, will transition from her faculty role on June 30th, 2024.

D’Antonio’s research demonstrates nurses’ strong influence on health, social mobility, diversity, and the development of cultural and health care norms. She has a record of accomplishment of consistent funding, including fellowships from the College of Physicians of Philadelphia and the American Academy of Nursing. She is a Senior Fellow at the Leonard Davis Institute of Health Economics and has co-authored seven books. Her most recent work, Nursing with a Message: Public Health Demonstration Projects in New York City, 1920-1940 , was featured by the Rockefeller Archive Center and awarded the Choice Outstanding Academic title. Her work argues that nurses were central in promoting the current norms of primary care within a health care system that reflected and refracted political, gendered, racialized norms, and it highlights how nurses supported economically and racially marginalized families’ equitable access to services available to white, middle-class families. In her earlier book, American Nursing: A History of Knowledge, Power, and the Meaning of Work , D’Antonio drew on firsthand accounts by White and African American men and women nurses to discover how strong gender and racial hierarchies reinforced how these groups historically viewed themselves and each other and underscored the importance of forging a strong nursing identity to bridge some of the historical divides within systems of care and education.

From 2015-2023, D’Antonio served as Director of Penn Nursing’s Barbara Bates Center for the Study of the History of Nursing . From 2010-2020, she served as Chair of the Department of Family and Community Health. She championed and supported the development of faculty in their academic, research, and service roles. D’Antonio has impacted faculty, staff, and students with her deep knowledge of nursing and commitment to excellence. In her teaching, she helps students focus on using history to analyze contemporary issues in health care practice, health policy, and public health.

D’Antonio has received many awards including the President’s Award from the American Association for the History of Nursing; the Nursing Outlook Excellence in Policy Award; the 2015 Dean’s Award for Exemplary Citizenship; the M. Adelaide Nutting Award from the American Association for the History of Nursing; four American Journal of Nursing ‘Book of the Year’ awards; and was inducted into Sigma Theta Tau’s International Nurse Researcher Hall of Fame in 2018. She received her BS degree Boston College School of Nursing; her MSN from Catholic University of America; and her PhD from the University of Pennsylvania.

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