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

Kim, MJ; Park, CG; Mckenna, H; Ketefian, S; Park, SH; Klopper, H; Lee, H; Kunaviktikul, W; Gregg, MF; Daly, J; Coetzee, S; Juntasopeepun, P; Murashima, S; Keeney, S; Khan, S

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

Kim, MJ Park, CG Mckenna, H

Ketefian, S Park, SH Klopper, H Lee, H Kunaviktikul, W Gregg, MF Daly, J

Coetzee, S Juntasopeepun, P Murashima, S Keeney, S Khan, S

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Publication Type:: Journal Article
Citation:: Journal of Advanced Nursing, 2015, 71 (5), pp. 1098 - 1109
Issue Date:: 2015-01-01

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Field	Value	Language
dc.contributor.author	Kim, MJ	en_US
dc.contributor.author	Park, CG	en_US
dc.contributor.author	Mckenna, H https://orcid.org/0000-0003-4916-6602	en_US
dc.contributor.author	Ketefian, S	en_US
dc.contributor.author	Park, SH	en_US
dc.contributor.author	Klopper, H	en_US
dc.contributor.author	Lee, H	en_US
dc.contributor.author	Kunaviktikul, W	en_US
dc.contributor.author	Gregg, MF	en_US
dc.contributor.author	Daly, J https://orcid.org/0000-0002-8017-2974	en_US
dc.contributor.author	Coetzee, S	en_US
dc.contributor.author	Juntasopeepun, P	en_US
dc.contributor.author	Murashima, S	en_US
dc.contributor.author	Keeney, S	en_US
dc.contributor.author	Khan, S	en_US
dc.date.available	2014-11-14	en_US
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	Journal of Advanced Nursing, 2015, 71 (5), pp. 1098 - 1109	en_US
dc.identifier.issn	0309-2402	en_US
dc.identifier.uri	http://hdl.handle.net/10453/122106
dc.description.abstract	© 2015 John Wiley & Sons Ltd. 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.	en_US
dc.relation.ispartof	Journal of Advanced Nursing	en_US
dc.relation.isbasedon	10.1111/jan.12606	en_US
dc.subject.classification	Nursing	en_US
dc.subject.mesh	Internationality	en_US
dc.subject.mesh	Education, Nursing, Graduate	en_US
dc.subject.mesh	Faculty, Nursing	en_US
dc.subject.mesh	Students, Nursing	en_US
dc.subject.mesh	Surveys and Questionnaires	en_US
dc.title	Quality of nursing doctoral education in seven countries: Survey of faculty and students/graduates	en_US
dc.type	Journal Article
utslib.citation.volume	5	en_US
utslib.citation.volume	71	en_US
utslib.for	1110 Nursing	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Strength - CHSP - Health Services and Practice
pubs.organisational-group	/University of Technology Sydney/Strength - WHO CC
utslib.copyright.status	closed_access
pubs.issue	5	en_US
pubs.publication-status	Published	en_US
pubs.volume	71	en_US

Abstract:

© 2015 John Wiley & Sons Ltd. 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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http://hdl.handle.net/10453/122106