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Quality of nursing doctoral education in seven countries: survey of faculty and students/graduates

Kim, Mi Ja, Park, Chang Gi, McKenna, Hugh, Ketefien, Shake, Park, So Hyun, Klopper, Hester, Lee, Hyeonkyeong, Kunaviktikul, Wipada, Gregg, Misuzu, Daly, John, Coetzee, Siedine, Juntasopeepun, Phanida, Murashima, Sachiyo, Keeney, Sinead and Shaheen, Khan (2015) Quality of nursing doctoral education in seven countries: survey of faculty and students/graduates. Journal of Advanced Nursing, 71 (5). pp. 1098-1109. [Journal article]

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URL: http://onlinelibrary.wiley.com/doi/10.1111/jan.12606/abstract

DOI: 10.1111/jan.12606

Abstract

Aims. This study aimed to compare the findings of the quality of nursingdoctoral education survey across seven countries and discuss the strategicdirections for improving quality.Background. No comparative evaluation of global quality of nursing doctoraleducation has been reported to date despite the rapid increase in the number ofnursing doctoral programmes.Design. A descriptive, cross-country, comparative design was employed.Methods. Data were collected from 2007–2010 from nursing schools in sevencountries: Australia, Japan, Korea, South Africa, Thailand, UK and USA. Anonline questionnaire was used to evaluate quality of nursing doctoral educationexcept for Japan, where a paper version was used. Korea and South Africa usede-mails quality of nursing doctoral education was evaluated using four domains:Programme, Faculty (referring to academic staff), Resource and Evaluation.Descriptive statistics, correlational and ordinal logistic regression were employed.Results. A total of 105 deans/schools, 414 faculty and 1149 students/graduatesparticipated. The perceptions of faculty and students/graduates about the qualityof nursing doctoral education across the seven countries were mostly favourableon all four domains. The faculty domain score had the largest estimatedcoefficient for relative importance. As the overall quality level of doctoraleducation rose from fair to good, the resource domain showed an increasedeffect.Conclusions. Both faculty and students/graduates groups rated the overall qualityof nursing doctoral education favourably. The faculty domain had the greatest importance for quality, followed by the programme domain. However, theimportance of the resource domain gained significance as the overall quality ofnursing doctoral education increased, indicating the needs for more attention toresources if the quality of nursing doctoral education is to improve.

Item Type:Journal article
Keywords:doctoral education, evaluation, faculty, global, nursing education, PhD, postgraduate study, quality, students / graduates
Faculties and Schools:Faculty of Life and Health Sciences > School of Nursing
Faculty of Life and Health Sciences
Research Institutes and Groups:Institute of Nursing and Health Research
Institute of Nursing and Health Research > Managing Chronic Illness Research Centre
ID Code:31422
Deposited By: Dr Sinead Keeney
Deposited On:28 Apr 2015 08:41
Last Modified:28 Jun 2017 15:59

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