Perspectives of nursing doctoral students on the impact of doctoral education on their professional and career development: A qualitative study

Abstract

Background: Doctoral education enhances nurses' evidence-based decision-making, care quality, and professional visibility, yet significant global disparities in program structure and persistent challenges faced by students and graduates limit its full potential. This study aims to explore the experiences of nurses enrolled in doctoral education, particularly those who are actively working as nurses in the healthcare setting, and how this education contributes to their professional development and supports their future career goals. Methods: A qualitative descriptive study using individual in-depth interviews. Data were collected through semi-structured online interviews with 24 nurses enrolled in doctoral nursing programs. Participants were selected using purposive sampling. Data were analyzed through a combination of inductive and deductive content analysis. Self-Determination Theory and Social Cognitive Career Theory were used as sensitizing frameworks to guide the deductive phase and inform the interpretation of motivational and career development processes. Results: Three main themes were identified: (1) Gains and Opportunities of Doctoral Education, (2) Facilitators of Doctoral Education, and (3) Barriers to Doctoral Education. Participants reported that doctoral education enhanced their critical thinking, academic identity, and evidence-based clinical practice. Facilitating factors included intrinsic motivation, supportive advisors, collegial support, and flexible work conditions. However, nurses also faced significant barriers such as work-life imbalance, financial constraints, inadequate guidance, and limited institutional recognition. Many noted that doctoral education did not lead to improvements in salary, role clarity, or status. Furthermore, the absence of practice-oriented doctoral programs was seen as a limitation to integrating academic gains into clinical settings. Conclusion: Doctoral education fosters growth and leadership among nurses, but structural and organizational barriers reduce its impact. It is imperative to enhance academic-practice integration, strengthen mentorship, and develop clinically focused doctoral pathways to optimize the benefits for nurses' professional development, patient care quality, and the healthcare system.