International nursing review · 2026
Experiences of Master's Degree Nursing Students in the Thesis Process: A Qualitative Study.
СтатьяНазвание и аннотация: Перевод в очереди
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Çelik İnce Sevecen, Çelik Bekleviç Arzum, Bıyıkoğlu Alkan Işın
Аннотация
AIM: This study examined the thesis experiences of master's degree nursing students who had completed their thesis research and writing and were awaiting their thesis defence.
BACKGROUND: Examining the thesis process from students' perspectives is important because this process forms a central component of postgraduate nursing education.
METHODS: This descriptive qualitative study was conducted at a health sciences institute in western Turkey. The sample consisted of 10 master's degree nursing students. Data were collected using a semi-structured interview guide and analysed using Braun and Clarke's thematic analysis method.
FINDINGS: Four themes emerged: (1) the challenging journey of the thesis process, (2) resources for survival during the thesis process, (3) dynamics of the advisor-student relationship, and (4) being a thesis student: building an identity.The findings highlight the need for institutional mechanisms and effective academic advising to support resilience in postgraduate nursing education.
CONCLUSIONS: The findings indicate that academic advising should be approached as part of a broader institutional support system designed to improve the quality of graduate nursing education and protect student well-being.
IMPLICATIONS FOR NURSING AND HEALTH POLICY: Graduate programmes should integrate pre-thesis preparation seminars, structured mentoring, advisor training, psychological support pathways, and research-skill development into the curriculum. For clinically employed students, collaboration between universities and healthcare institutions is needed to provide workload and scheduling flexibility during intensive thesis periods.
BACKGROUND: Examining the thesis process from students' perspectives is important because this process forms a central component of postgraduate nursing education.
METHODS: This descriptive qualitative study was conducted at a health sciences institute in western Turkey. The sample consisted of 10 master's degree nursing students. Data were collected using a semi-structured interview guide and analysed using Braun and Clarke's thematic analysis method.
FINDINGS: Four themes emerged: (1) the challenging journey of the thesis process, (2) resources for survival during the thesis process, (3) dynamics of the advisor-student relationship, and (4) being a thesis student: building an identity.The findings highlight the need for institutional mechanisms and effective academic advising to support resilience in postgraduate nursing education.
CONCLUSIONS: The findings indicate that academic advising should be approached as part of a broader institutional support system designed to improve the quality of graduate nursing education and protect student well-being.
IMPLICATIONS FOR NURSING AND HEALTH POLICY: Graduate programmes should integrate pre-thesis preparation seminars, structured mentoring, advisor training, psychological support pathways, and research-skill development into the curriculum. For clinically employed students, collaboration between universities and healthcare institutions is needed to provide workload and scheduling flexibility during intensive thesis periods.