Read, write, laugh and learn: A student’s perspective

In the United States, many doctoral students in nursing have not had the grounding in philosophy that other educational traditions require. The introduction of philosophical thought, both historical and current, is often unwelcome and uncomfortable for the novice who is accustomed to a pragmatic discipline. Educational methods that allow for exploration of a kind that engages the student are therefore essential to facilitate the formation of a philosophical foundation for the education and future research endeavours of the doctoral student in nursing. This paper documents one student’s experience of that process and what she found to be useful in her own first attempts at understanding.