Successful Doctoral Training in Nursing and Health Sciences: A Guide for Supervisors, Students and Advisors

Preface
Acknowledgements
About the Book
Contents
About the Authors
1: Introducing Doctoral Supervision
	1.1	 Coming to Doctoral Studies
	Thought Box 1.1 MPhil to PhD Pathway
	1.2	 What Are the Elements and Characteristics of a Doctoral Degree?
	1.3	 The Roles of Supervisor and Student
	1.4	 Teaching and Learning in Doctoral Education
	1.5	 Global Issues in Doctoral Education
	Thought Box 1.2 Time Management
	Conversation Box 1.1 Mentoring New Supervisors
	1.6	 Special Considerations for Nursing and Health Sciences
	1.7	 Charting a Plan for the PhD
	1.8	 Health and Safety Issues in Doctoral Training
	References
		Further Reading
2: Doctoral Supervision as Pedagogy
	2.1	 Supervision as Pedagogy
	2.2	 Supervision Pedagogy Central to Creating Enabling Generative Environments
	2.3	 Developing Inclusive and Kind Pedagogy
	2.4	 Elements of Pedagogy for Supervision
	2.5	 Community Processes
	2.6	 Personal Supervision Style
	References
		Further Reading
3: Forming and Developing Supervision Panels and Teams
	3.1	 Supervision and Doctoral Training
	3.2	 Finding a Supervisor
	Thought Box 3.1 Reflections on Meetings
		For Students
		For Supervisors
	Conversation Box 3.1 Supervision Teams and Panels
	3.3	 Achieving Role Clarity on the Team
	Conversation Box 3.2 Difficulties on Supervision Teams
	3.4	 What Are the Essential Skills Required Within Successful Supervision Panels and Teams?
	3.5	 Expectations and Responsibilities of the Student
	3.6	 Team Meetings
	3.7	 Encouraging Students to Be Active Participants in Meetings
	Conversation Box 3.3 Gender in Supervision Teams
	3.8	 Understanding Intellectual Property
	References
		Further Reading
4: Establishing and Maintaining Effective and Resilient Student/Supervisory Relationships
	4.1	 The Supervisory Relationship
	4.2	 Establishing the Relationship
	Conversation Box 4.1 Optimising Supervision Meetings
	4.3	 The Student-Supervisor Agreement
	4.4	 Establishing and Respecting Boundaries
	4.5	 Review of Progress
	Thought Box 4.1 Reflections on Review of Progress Meetings
	4.6	 Effective Communication and Difficult Conversations
	Conversation Box 4.2 Supervision and Social Media
	Conversation Box 4.2 Student-Supervisor Expectations
	Conversation Box 4.3 What Can Cause Concern for Supervisors
	4.7	 Understanding and Recognising Conflict
	Conversation Box 4.4 Managing Conflicting Advice and Feedback
	Conversation Box 4.5 Pedagogies that Support the Resilience of the Supervisory Relationships
	4.8	 Strategies to Facilitate the Resilience of the Relationship
	References
		Further Reading
5: Feeding Back and Feeding Forward
	5.1	 The Importance of Feedback in Doctoral Supervision
	Conversation Box 5.1 Reflecting on Feedback
	5.2	 What Is Feedback?
	Conversation Box 5.2 Feedback in Doctoral Supervision
	5.3	 Approaches and Strategies for Providing Feedback
	Thought Box 5.1 Feedback Is Not Only from Supervisors
	Conversation Box 5.3 Some Strategies for Creating Feedback Opportunities
	5.4	 Factors Influencing How Feedback Is Delivered and Received
	Thought Box 5.2 Reflections on Feedback
	5.5	 Feedback as a Two-Way Process
	Thought Box 5.3 Responding to Feedback
	5.6	 Handling Feedback
	References
		Further Reading
6: When Students Get Stuck
	6.1	 Measuring Progress
	6.2	 Recognising When a Student Is Stuck
	6.3	 Why Students Get Stuck
	Thought Box 6.1 Some Common Reasons Students Get Stuck
	Conversation Box 6.1 Recognising Progression Issues
	6.4	 Moving Ahead with Writing
	6.5	 Strategies for Re-energising and Moving Forward
	Conversation Box 6.2 Working with Students to Help Them Re-engage and Get Moving Again
	References
		Further Reading
7: Cultural Considerations in Doctoral Training
	7.1	 Supervision and Cultural Diversity
	7.2	 Students from Different Cultural Backgrounds
	7.3	 Take the Time to Get to Know Your Student/Supervisor
	7.4	 Academic Writing and Cultural Diversity
	7.5	 Indigenous Doctoral Students
	7.6	 Choosing a Supervisor
	7.7	 Community Research and Engagement
	References
		Further Reading
8: Developing Doctoral Writing
	8.1	 The Importance of the Writing Task
	Conversation Box 8.1 Focussing on the Writing Task
	8.2	 Writing Throughout Candidature
	8.3	 Strategies to Help Students Write
	8.4	 Publishing Through Candidature
	8.5	 Authorship
	8.6	 Predatory Publications
	Conversation Box 8.2 Pedagogy to Support Writing and Critique
	8.7	 Common Writing Problems
	8.8	 Writer’s Block
	References
		Further Reading
9: Preparing for Examination
	9.1	 Planning for Submission
	9.2	 Supervisor(s) Initial Review of the Final Thesis
	9.3	 Types of Theses
	9.4	 Preparing for the Oral Defence
	9.5	 Selecting Examiners
	9.6	 What Examiners Expect
	9.7	 Outcomes of Examination
	9.8	 Examination Feedback
	9.9	 Responding to Examiner Feedback
	References
		Further Reading
10: After the Examination: Looking to the Future
	10.1	 Opportunities After Graduation
	Thought Box 10.1 The Meaning of a PhD When Looking for a Job
	Conversation Box 10.1 Continuing Connections After the Candidature Is Complete
	10.2	 Leadership and the Doctoral Graduate
	Thought Box 10.2 Creating Opportunities for Students
	10.3	 Thinking Ahead to Life Beyond Graduation
	Conversation Box 10.2 Helping Students to Build Their Networks
	10.4	 Developing a Personal Mission Statement
	Conversation Box 10.3 Supporting the Development of PhD Students
	10.5	 Career Planning and Doctoral Supervision
	10.6	 Professional Development for Supervisors
	Further Reading
Final Thoughts
Glossary
Index