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

Published on May 1, 2015in Journal of Advanced Nursing2.376
· DOI :10.1111/jan.12606
Mi Ja Kim14
Estimated H-index: 14
(UIC: University of Illinois at Chicago),
Chang Gi Park18
Estimated H-index: 18
(UIC: University of Illinois at Chicago)
+ 12 AuthorsShaheen Khan3
Estimated H-index: 3
(UIC: University of Illinois at Chicago)
Abstract
Aims This study aimed to compare the findings of the quality of nursing doctoral education survey across seven countries and discuss the strategic directions for improving quality. Background No comparative evaluation of global quality of nursing doctoral education has been reported to date despite the rapid increase in the number of nursing doctoral programmes. Design A descriptive, cross-country, comparative design was employed. Methods Data were collected from 2007–2010 from nursing schools in seven countries: Australia, Japan, Korea, South Africa, Thailand, UK and USA. An online questionnaire was used to evaluate quality of nursing doctoral education except for Japan, where a paper version was used. Korea and South Africa used e-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/graduates participated. The perceptions of faculty and students/graduates about the quality of nursing doctoral education across the seven countries were mostly favourable on all four domains. The faculty domain score had the largest estimated coefficient for relative importance. As the overall quality level of doctoral education rose from fair to good, the resource domain showed an increased effect. Conclusions Both faculty and students/graduates groups rated the overall quality of nursing doctoral education favourably. The faculty domain had the greatest importance for quality, followed by the programme domain. However, the importance of the resource domain gained significance as the overall quality of nursing doctoral education increased, indicating the needs for more attention to resources if the quality of nursing doctoral education is to improve.
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#1Hugh McKenna (Ulster University)H-Index: 37
#2Sinead Keeney (Ulster University)H-Index: 23
Last. Chang Gi Park (UIC: University of Illinois at Chicago)H-Index: 18
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AbstractAim. To evaluate the quality of doctoral education in nursing in the UnitedKingdom.Background. In recent decades, doctoral education programmes in nursing areincreasing worldwide. There are many reasons for this and concerns have beenraised regarding the quality of provision in and across countries. To date, thequality of doctoral education on a global level has not been reported in theliterature. This United Kingdom study is part of a seven country investigationinto the quality of docto...
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#1Mi Ja Kim (UIC: University of Illinois at Chicago)H-Index: 14
#2Chang Gi Park (UIC: University of Illinois at Chicago)H-Index: 18
Last. Shaké Ketefian (UM: University of Michigan)H-Index: 17
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Comprehensive evaluation of quality of nursing doctoral education (QNDE) in research-intensive universities has not been reported since 1980s. This study aimed to examine the QNDE from the perspectives of faculty and students/graduates and their relations to school characteristics, identify factors of the four domains of the QNDE that influence the QNDE, and analyze the relationship of QNDE to scholarly performance of nursing schools in the Unites States. Seventy-two nursing schools offering res...
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#1Mami KayamaH-Index: 1
#2Misuzu F. Gregg (Kobe City College of Nursing)H-Index: 4
Last. Yasuhito Kinoshita (Rikkyo University)H-Index: 1
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Abstract This study aimed to describe the process of mentoring doctoral students for qualitative research in Japanese graduate programs in nursing. Nine experienced faculty-seven nurse researchers and two sociologists-were interviewed. Participants were asked about their process of mentoring students for qualitative nursing dissertations. Data analysis was conducted using a qualitative descriptive method. Participants' age ranged from 48 to 60 years. The first theme in the mentoring process is a...
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#1Mi Ja Kim (UIC: University of Illinois at Chicago)H-Index: 14
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kim m.j., park c.g., kim m., lee h., ahn y-h., kim e., yun s-n. & lee k-j. (2012) Quality of nursing doctoral education in Korea: towards policy development. Journal of Advanced Nursing68(7), 1494–1503. Abstract Aims. This article is a report on an international study of the quality of nursing doctoral education; herein, we report findings for Korea. Specific aims were to: examine the validity and reliability of the quality of nursing doctoral education questionnaire; and identify contributing f...
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Evaluation of doctoral programs in nursing is becoming more important with the rapid increase in the programs in Japan. This study aimed to evaluate doctoral nursing programs by faculty members and to analyze the relationship of the evaluation with educational and research activities of faculty members in Japan. Target settings were all 46 doctoral nursing programs. Eighty-five faculty members from 28 programs answered the questionnaire, which included 17 items for program evaluation, 12 items f...
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