Nurse education today · 2026
Person-centred PhD supervision in health sciences: A co-created model.
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Edberg Anna-Karin, Alenius Sara, Bringsén Åsa, Dinse Daniella, Haak Maria, Henricsson Sara, Törnblom Madelene, Westergren Albert
Аннотация
BACKGROUND: In a health care context, person-centred care proceeds from the person's individual values, needs and experiences. In an educational context, PhD supervision similarly ought to proceed from the PhD student's perspective and situation. However, there is limited knowledge about aspects of importance to accomplish this.
AIM: The aim of this study was to explore PhD students' and supervisors' perspectives on person-centred PhD supervision and collaboratively develop a conceptual model that enhances understanding and practice.
DESIGN: The study had a descriptive, exploratory design.
PARTICIPANTS: PhD students in Health Sciences (n = 16) and their supervisors (n = 16) at a university in Sweden.
METHODS: Data consisted of notes from recurrent group discussions about person-centred PhD supervision and were analysed using conventional qualitative content analysis.
RESULTS: The model highlights that person-centred PhD supervision should be framed by a person-centred culture and environment and shared values as well as the prerequisites for this, including time, resources and having space for reflection. The PhD student and supervisor(s) need to have certain key roles and capacities, while the encounter between the PhD student and the supervisor(s) should be characterised by certain qualities.
CONCLUSIONS: A person-centred climate and environment should underpin both supervisory practice and the wider research environment and be supported at the organisational level. The proposed model may serve as a basis for structured reflection within supervisory teams to enhance self-awareness, while also providing a framework for strategic organisational discussions, continuous evaluation, and the ongoing development of person-centred PhD supervision.
AIM: The aim of this study was to explore PhD students' and supervisors' perspectives on person-centred PhD supervision and collaboratively develop a conceptual model that enhances understanding and practice.
DESIGN: The study had a descriptive, exploratory design.
PARTICIPANTS: PhD students in Health Sciences (n = 16) and their supervisors (n = 16) at a university in Sweden.
METHODS: Data consisted of notes from recurrent group discussions about person-centred PhD supervision and were analysed using conventional qualitative content analysis.
RESULTS: The model highlights that person-centred PhD supervision should be framed by a person-centred culture and environment and shared values as well as the prerequisites for this, including time, resources and having space for reflection. The PhD student and supervisor(s) need to have certain key roles and capacities, while the encounter between the PhD student and the supervisor(s) should be characterised by certain qualities.
CONCLUSIONS: A person-centred climate and environment should underpin both supervisory practice and the wider research environment and be supported at the organisational level. The proposed model may serve as a basis for structured reflection within supervisory teams to enhance self-awareness, while also providing a framework for strategic organisational discussions, continuous evaluation, and the ongoing development of person-centred PhD supervision.