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The purpose of this scoping review is to map and summarise the current peer-reviewed literature on inequities in doctoral nursing education, with a specific focus on populations affected, barriers, facilitators and strategies to support equity in doctoral nursing education.
This scoping review was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR).
A comprehensive search for empirical evidence was completed using four databases: CINAHL, Scopus, ERIC and Google Scholar. A systematic screening process was applied, and data were extracted and charted guided by the Population, Concept, Context (PCC) framework.
Databases were searched for peer-reviewed articles published between 2000 and 2025.
A total of 13 studies met the inclusion criteria. Most studies focused on racial/ethnic minoritized populations, and one focused on first-generation doctoral students. Common barriers included experiences of microaggression, systemic racism, lack of funding and feelings of isolation. Common facilitators were faculty mentorship, financial support, peer networks and targeted recruitment programs.
Inequities remain in doctoral nursing education, particularly for racial/ethnic minoritized populations. Although some effective interventions were identified, significant gaps exist in understanding how to support diverse doctoral nursing students, especially for those with intersecting identities.
Addressing inequities in doctoral nursing education can enhance the diversity of the nursing workforce and faculty, promote inclusive academic environments and contribute to health equity.
Persistent inequities in access and experience among underrepresented groups in doctoral nursing education. Main findings: Key structural and social barriers persist, though several promising strategies have emerged. Impact area: Academic institutions, doctoral program designers and nurse leaders.
This study adheres to the PRISMA-ScR reporting guidelines. This study did not involve patients or the public in its design, conduct or reporting.
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