The undergraduate nursing students’ final year project, commonly called a ‘dissertation’ is an important component of the bachelor’s nursing programme. It can take the form of a literature review and proposal for a research or service improvement project. While crucial for developing research competence and evidence-based practice skills in preparation for their future careers, nursing students often find the dissertation process highly stressful. An online qualitative survey comprising open-ended questions was used to elicit nursing students’ rich, reflective accounts of the dissertation process at a university in the Northeast of England (hereafter referred to as the study site) from those who have recently completed their dissertations. The data obtained from 24 pre-registration nursing students who responded to the survey were thematically analysed. The findings revealed that critical relationships and essential support systems were key mediators of the challenges students faced, particularly a lack of readiness for the dissertation module, but they ultimately achieved transformative outcomes of an effective learning experience. Their navigational challenges can inform curriculum design and practices to better support students in their dissertation journey.
Ramluggun et al. (Wed,) studied this question.