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dc.contributor.advisorThomas, Mike
dc.contributor.authorKeen, Adam*
dc.date.accessioned2017-02-17T14:35:05Z
dc.date.available2017-02-17T14:35:05Z
dc.date.issued2016-02
dc.identifier.citationKeen, A. (2016). A grounded theory study to explore how clinical nurses undertaking research as master's students accommodate and adjust to the experience (Doctoral dissertation). University of Chester, United Kingdom.
dc.identifier.urihttp://hdl.handle.net/10034/620392
dc.descriptionThis thesis is available in print at Seaborne Library, University of Chester, Parkgate Road, Chester, CH1 4BJ.
dc.description.abstractTaught master's degree programmes represent a popular mechanism for part-time students to access postgraduate level education. A common feature of such programmes is the inclusion of some form of independent research project. Whilst such projects are recognised as being demanding for the students involved, there is a scarcity of research literature that explores their experiences. In this study I have now explored how clinical nurses, as an example of a particular professional group, accommodated and adjusted to the experience of undertaking part-time master's research. My intent was to contribute to the body of knowledge relating to the support of part-time students undertaking master's research.
dc.language.isoenen
dc.publisherUniversity of Chesteren
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectnursingen
dc.subjectnursing educationen
dc.titleA grounded theory study to explore how clinical nurses undertaking research as master's students accommodate and adjust to the experienceen
dc.typeThesis or dissertationen
dc.type.qualificationnamePhDen
dc.type.qualificationlevelDoctoralen
html.description.abstractTaught master's degree programmes represent a popular mechanism for part-time students to access postgraduate level education. A common feature of such programmes is the inclusion of some form of independent research project. Whilst such projects are recognised as being demanding for the students involved, there is a scarcity of research literature that explores their experiences. In this study I have now explored how clinical nurses, as an example of a particular professional group, accommodated and adjusted to the experience of undertaking part-time master's research. My intent was to contribute to the body of knowledge relating to the support of part-time students undertaking master's research.


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