Female nurses enrolled in Ph.D. programs who enter doctoral education later in their careers often come with multiple competing demands, such as work, children, aging parents, and community responsibilities (AACN, 2005; Berlin & Sechrist, 2002; Cohen, 2011). For these women, completing doctoral education presents challenges not experienced by the traditional male graduate student who enters doctoral education early in his career (Gardner, 2008; Lovitts, 2001; Nettles & Millet, 2006; Smallwood, 2004). Since most female nurse doctoral students enter a doctoral program after a break from their initial education, due to both the demands and norms of the nursing profession (e.g. experience) and of their personal lives, it can be inferred that female nurse Ph.D. students experience greater challenges in completing their degrees than the typical doctoral student in other fields. In addition, the demand for Ph.D. nurses prepared to educate and mentor the next generation of nurses and future nurse scientists will increase in the coming years (AACN, 2005; NINR, 2011).
The intent of this study is to give a voice to the women who return to Ph.D. study after years away from academia in which they may have started careers and addressed family and social needs. This descriptive qualitative study used ethnographic methods and incorporated interview strategies outlined by Spradley (1979). The feminist perspective served as the theoretical framework for this research. Audio recorded interviews with twelve later career Ph.D. graduates were transcribed verbatim then coded using the computer program NVIVO 9TM. In addressing the research question: What factors enable later career female nurses (35 year and older) to be successful in the completion of Ph.D. programs in nursing?, three major themes from the data were identified: plans, support systems, and balance. Plans included motivation,
finances and distance. Support systems identified by informants included family, extended family, friends/outside help, cohorts, faculty, committee members and mentors. Balance entailed various components of self-care, and informants reported episodes of self-doubt, the value of faith in self or a higher being, and the inevitability that “life happens”. Findings from this study highlight the need for thoughtful planning, adequate support systems, and coping skills when pursuing a doctoral degree. New insights gained from this research included: identification of the rationale, timing and motivation for later career nurses’ return to doctoral study, the merit of Skype interviewing for qualitative interviews, and post-degree emotional state of mind. Data from this study will help others in understanding the culture of later career female nurse Ph.D. students and support them as they complete doctoral studies, continuing their journeys of service and contribution.