The learning environment created for the students in this doctoral program entailed mostly online learning, and face to face traditional classroom training bi-yearly, for a maximum of 10 days. With these two combinations, the course was seen as a hybrid model. Students learn in different ways, and it was expected that each doctoral student would take time out to learn certain subject manner, which in some instances, were not be fully understood during the period of lectures. As a working professional, I had a preference for this hybrid model, where I was able to balance work and study more effectively. The traditional classroom settings were enjoyable, as they allowed direct face to face interaction with the professors and colleagues. The online segment of this course made it difficult to interact directly with professors and advisors, with emails being the most likely means of communication. Telephone calls via WhatsApp were used as a reminder for follow-up on aa email communication. The e42.um.edu university website allowed students access to track each subject completed since the start of the course, and what was left for completing the study. The number of credits for each subject and grades earned were also posted for each scholar. This site also allowed access to the university library. Different methods to impart knowledge was done by each professor, to create an appropriate learning environment, which was intended to fully engage each scholar. The method of teaching I learned from most was power points presentation and group brainstorming exercises. The presentation of my own project in front of other cohorts and professors allowed me to improve my confidence and ability to be an effective public speaker at church, work and elsewhere. Thus, the information imparted to me in this course of study has helped me to be more effective in my role as a nurse manager.

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