Date of Award

10-13-2025

Degree Type

Thesis

Degree Name

MSc in Nursing

First Advisor

Yasmin Nadeem Parpio

Second Advisor

Dr. Rubina Barolia

Third Advisor

Sadia Abbas Ali

Department

School of Nursing and Midwifery, Pakistan

Abstract

Background: Master's thesis is an essential component of nursing education. This process is particularly important as it prepares students for evidence based nursing practice and addresses healthcare challenges (Hansen & Dysvik, 2022). However, the thesis process is complex and demanding which requires effective supervision, institutional support, personal skills and motivation. Yet few studies explored the thesis journey holistically, encompassing personal, academic, supervisory, and institutional dimensions. Therefore, this study explored MScN graduates’ experiences and perceived practices during their thesis learning at Aga Khan University, Pakistan.  
Purpose: The study aimed to explore the experiences and perceived practices of MScN graduates during their thesis journey, focusing on the challenges they faced, coping strategies adopted and the roles of supervisors and institutional support in shaping their research experience.  
Method: A qualitative descriptive design was employed using purposive sampling with 10 participants who graduated in 2024 from Aga khan University, School of Nursing and Midwifery. Data were collected through in-depth semi-structured interviews. Thematic analysis, employing an inductive approach and using Creswell’s six-phase framework, was conducted to identify recurring patterns and themes.  
Finding(s): Four major themes emerged: “Students’ experiences and challenges”, reflecting initial struggles, academic difficulties, coping strategies, peer and family support, and personal and professional growth. “The Role of the supervisor”, highlighting guidance, mentorship, accessibility, and communication. “Role of the institution”, emphasizing available resources and gaps in institutional support and “Future considerations”, offering participants suggestions to improve the thesis experience. Overall, the findings highlighted multifaceted, emotionally demanding yet transformative nature of the thesis learning process.  
Conclusion: The study concludes that the successful MScN thesis completion is critically dependent on a confluence of extrinsic support (supervisors, peers, institution) and intrinsic student agency (motivation, coping strategies). However, structured supervision, institutional facilitation, and culturally sensitive support can further enhance postgraduate thesis learning in nursing education.

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