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Mehtap Kızılkaya & Hatice Öner
Process
After the data collection, the data were coded by dividing them according to their mean-
ings (open coding). The codes related with each other were brought together around a
certain meaning (vertical coding) and themes were created by combining core categories
determined through vertical coding (selective coding). In order to improve the validity of
the study, the same process was performed by another expert and the data were reor-
ganized by the researchers and the expert. New themes and codes were added as nec-
essary. Then, the data were interpreted by the researchers and put into report form. The
findings cannot be generalized for other studies since this study was performed using
the qualitative research method. Also, the study is limited to nursing students continuing
their doctoral education in various universities and agreed to participate in the study. Af-
ter explaining the purpose of the study and its possible contributions to the educational
process and the profession of nursing, informed consent was received from the students
who voluntarily agreed to participate in the study.
Findings
According to the results of the study, the average age of the students was 32.8. All of the
participants were female and employed, while 66.6% of them were employed as faculty
member. 53.3% of the students were in the doctoral thesis phase of their education.
Almost all of the participants (86.6%) stated that the reason why they started doctoral ed-
ucation because they thought that it would contribute to their personal and professional
development. Two interrelated categories found as a result of student answers to “How
do you think a higher quality doctoral education should be?” and “Please write your crit-
icisms, opinions and suggestions.” were given above presented in tables together with
themes and sub-themes. The findings were examined with regard to categories, themes
and sub-themes. Accordingly, two categories emerged together with relevant themes and
sub-themes. The first category was determined to be “negative opinions regarding doc-
toral education” and the second category was “expectations from doctoral education”.
1. Negative Opinions Regarding Doctoral Education: The negative opinions regarding
doctoral education category involved three themes: negative opinions regarding the ed-
ucator, negative opinions regarding classes, and negative opinions regarding educational
conditions. Considering student statements regarding this category, it can be stated that
most of the students expressed that there were inadequate aspects of their doctoral
education. Student No. 2 used the following statement about the negative opinions re-
garding the educator theme: “The same notes are used and the same subjects are taught
for years without much change.” About the negative opinions regarding classes theme,
Student No. 4 said: “The professor does not make a single comment and classes turn
into wasted hours.” Student No. 8 used the following words for the negative opinions
regarding educational condition theme: “I and most of my friends continue our doctoral
