Abstract
Background: Virtual scholarly events play an increasing role in doctoral education, particularly in nursing. The PhD Virtual Connect-event has been held annually for the past decade, evolving as a platform for engagement, knowledge exchange, and professional development. However, its potential as a structured virtual Community of Practice remains underexplored
Aim: This study explores the experiences of PhD students participating in the 9th and 10th editions (2023 and 2024) of the Sigma Theta Tau European Region’s PhD Virtual Connect, examining how they perceive its alignment with Community of Practice principles and its role in doctoral nursing education.
Method: A qualitative, open-ended survey was administered to the event participants who presented their studies across both editions, with responses being analyzed using reflexive thematic analysis, followed by a comparative discussion of findings.
Results: A total of 36 participants answered the survey. The analysis identified four key themes: developing a scholarly identity, reciprocity in feedback, structuring engagement, and broadening research perspectives. Participants highlighted the event’s role in strengthening academic confidence and fostering a sense of belonging. A shift toward peer-driven feedback and structured engagement in 2024 reflected increasing demand for organized discussions and thematic breakout sessions. These findings support the event’s function as a dynamic Community of Practice, where participants co-construct knowledge, refine collaborative processes, and navigate interdisciplinary learning.
Conclusion: The PhD Virtual Connect fosters scholarly engagement, mentorship, and interdisciplinary exchange as an evolving virtual Community of Practice. While it sustains meaningful academic interaction, addressing digital inequities, enhancing interactive elements, and formalizing mentorship structures will be key to ensuring long-term inclusivity and engagement. Future research should examine the long-term impact of virtual Community of Practice on academic career trajectories and professional networking in doctoral education.
Aim: This study explores the experiences of PhD students participating in the 9th and 10th editions (2023 and 2024) of the Sigma Theta Tau European Region’s PhD Virtual Connect, examining how they perceive its alignment with Community of Practice principles and its role in doctoral nursing education.
Method: A qualitative, open-ended survey was administered to the event participants who presented their studies across both editions, with responses being analyzed using reflexive thematic analysis, followed by a comparative discussion of findings.
Results: A total of 36 participants answered the survey. The analysis identified four key themes: developing a scholarly identity, reciprocity in feedback, structuring engagement, and broadening research perspectives. Participants highlighted the event’s role in strengthening academic confidence and fostering a sense of belonging. A shift toward peer-driven feedback and structured engagement in 2024 reflected increasing demand for organized discussions and thematic breakout sessions. These findings support the event’s function as a dynamic Community of Practice, where participants co-construct knowledge, refine collaborative processes, and navigate interdisciplinary learning.
Conclusion: The PhD Virtual Connect fosters scholarly engagement, mentorship, and interdisciplinary exchange as an evolving virtual Community of Practice. While it sustains meaningful academic interaction, addressing digital inequities, enhancing interactive elements, and formalizing mentorship structures will be key to ensuring long-term inclusivity and engagement. Future research should examine the long-term impact of virtual Community of Practice on academic career trajectories and professional networking in doctoral education.
| Original language | English |
|---|---|
| Number of pages | 8 |
| Journal | Journal of Advanced Nursing |
| Early online date | 9 Jul 2025 |
| DOIs | |
| Publication status | E-pub ahead of print - 9 Jul 2025 |
Keywords
- e-Learning
- Community of Practice
- Nursing
- Education
- PhD education