Quality of doctoral nursing education in the United Kingdom: exploring the views of doctoral students and staff based on a cross sectional questionnaire survey

Hugh McKenna, Sinead Keeney, MiJa Kim, Chang Gi Park

Research output: Contribution to journalArticle

5 Citations (Scopus)
5 Downloads (Pure)

Abstract

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 doctoral education in nursing (Australia, Japan, Korea, SouthAfrica, Thailand, United Kingdom and United States of America).Design. A quantitative study using a cross-sectional comparative survey design.Method. An online survey was administered to collect the views of doctoralstudents and staff members on four domains: programme, faculty/staff, resourceand evaluation. The study was carried out between 2010–2012.Results. In most cases, staff perceived these more positively than students and thedifferences in perception were often statistically significant. Interestingly, manystudents rated the quality of supervision as excellent, whereas no staff memberrated supervision this highly. The crucial importance of resources was confirmedin the path analysis of the four Quality of Doctoral Nursing Education domains.This demonstrates that investment in resources is much more cost-effective thaninvestment in the other domains in relation to improving the overall quality ofdoctoral education in nursing.Conclusion. This study has wide-ranging implications for how the quality ofdoctoral education is monitored and enhanced.
Original languageEnglish
Pages (from-to)1639-1652
JournalJournal of Advanced Nursing
Volume70
Issue number7
Early online date6 Dec 2013
DOIs
Publication statusPublished - Jul 2014

Fingerprint

Nursing Education
Cross-Sectional Studies
Students
Education
Thailand
Korea
Japan
Nursing
Costs and Cost Analysis
Surveys and Questionnaires
United Kingdom

Keywords

  • doctoral education
  • INDEN
  • international
  • nurses
  • nursing
  • quality
  • survey

Cite this

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title = "Quality of doctoral nursing education in the United Kingdom: exploring the views of doctoral students and staff based on a cross sectional questionnaire survey",
abstract = "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 doctoral education in nursing (Australia, Japan, Korea, SouthAfrica, Thailand, United Kingdom and United States of America).Design. A quantitative study using a cross-sectional comparative survey design.Method. An online survey was administered to collect the views of doctoralstudents and staff members on four domains: programme, faculty/staff, resourceand evaluation. The study was carried out between 2010–2012.Results. In most cases, staff perceived these more positively than students and thedifferences in perception were often statistically significant. Interestingly, manystudents rated the quality of supervision as excellent, whereas no staff memberrated supervision this highly. The crucial importance of resources was confirmedin the path analysis of the four Quality of Doctoral Nursing Education domains.This demonstrates that investment in resources is much more cost-effective thaninvestment in the other domains in relation to improving the overall quality ofdoctoral education in nursing.Conclusion. This study has wide-ranging implications for how the quality ofdoctoral education is monitored and enhanced.",
keywords = "doctoral education, INDEN, international, nurses, nursing, quality, survey",
author = "Hugh McKenna and Sinead Keeney and MiJa Kim and Park, {Chang Gi}",
note = "Reference text: References Adams, K.A. (2002) What colleges and universities want in new faculty - preparing Future Faculty Occasional Paper Number 7. Washington, DC: Association of American Colleges and Universities and Council of Graduate Schools. American Association of Colleges of Nursing (AACN) (2002) Indicators of quality in research-focused doctoral programs in nursing Journal of Professional Nursing 18(5) 289-294 American Association of Colleges of Nursing (AACN) (2012) New AACN Data Show an Enrollment Surge in Baccalaureate and Graduate Programs Amid Calls for More Highly Educated Nurses. Available at: http://www.aacn.nche.edu/news/articles/2012/enrollment-data Accessed 13th September 2013 Anderson, C.A. (2000) Current strengths and limitations of doctoral education in nursing: Are we prepared for the future? Journal of Professional Nursing 16(4) 191-200 Arimoto, A., Gregg, M.F., Nagata, S., Miki, Y. & Murashima, S. (2012) Evaluation of doctoral nursing programs in Japan by faculty members and their educational and research activities Nurse Education Today 32(5) e1-e7 Baker, S. (2011) The Times Higher Education. THE, No 1,995 p18. Beare, P.G., Gray, C.J. & Ptak, H.F. (1991) Doctoral curricula in nursing Nursing Outlook 29, 311-316 EUA, (2013). Framework for the Internationalisation of Doctoral Education European University Association. Brussels, EUA, http://www.eua.be/eua-projects/current-projects/FRINDOC.aspx. HEFCE (2011) Improving standards in postgraduate research degree programmes Higher Education Funding Council for England. London, HEFCE. Herzer, M. Schmidt, U. (2012). The Structured Doctorate and Quality Assurance Journal of the European Higher Education Area. Vol 3. 38-58 Hinshaw, A. (2001) A continuing challenge: the shortage of educationally prepared nursing faculty Online Journal of Issues in Nursing 6 (1) Available at: http://www.nursingworld.org/mainmenucategories/ANAMarketplace/ANAPeriodicals/OJIN/Tableofcontents/volume62001/No1Jan01/shortageofeducationalfaculty.aspx 21 Holzemer, W.L. & Chambers, D.B. (1986) Healthy nursing doctoral programs: relationship between perceptions of the academic environment and productivity of faculty and alumni Research in Nursing and Health 9, 299-307 Jump, P. (2011). The Times Higher Education. THE, No 1,994 p9 Juntasopeepu, P., Kunaviktikul, W., Chintanawat, R. & Srisuphan, W. (2012) Quality of Thailand’s PhD level nursing education Thai Journal of Nursing Council 27(2) 36-50 Ketefian, S. & McKenna, H.P. (2004) Doctoral Education in Nursing: an international perspective. Routledge, London Ketefian, S. (1991) Doctoral preparation for faculty roles: expectations and realities Journal of Professional Nursing 7, 105-111 Kim, M.J., McKenna, H.P. & Ketefian, S. (2006) Global quality criteria, standards and indicators for doctoral programs in nursing: literature review and guideline development International Journal of Nursing Studies 43, 477-489 Kim, M.J., Lee, H., Kim, H.J., Ahn, Y.H., Kim, E.S., Yun, S.N. & Lee, K.J. (2010) Quality of faculty, students, curriculum and resources for nursing doctoral education in Korea: A focus group study International Journal of Nursing Studies 47(3) 295-306 Kim, M.J., Park, C.G., Kim, M., Lee, H., Ahn, Y.H., Kim, E., Yun, S.N. & Lee, K.J. (2011) Quality of nursing doctoral education in Korea: towards policy development Journal of Advanced Nursing 68(7) 1494-1503 McKenna, H.P & Cutcliffe, J. (2001) Nurse doctoral education in the United Kingdom and Ireland Online Journal of Issues in Nursing 5(2) 9 Available at: http://www.nursingworld.org.ojin/topic12/tpc12_9.htm McKenna, H.P. & Cowman, S. (2001) Doctoral education in nursing: An expanding phenomenon (Editorial) All Ireland Journal of Nursing and Midwifery 1(6) 199 McKenna, H.P. (2005) Doctoral education: some treasonable thoughts (Editorial) International Journal of Nursing Studies 42(3) 245-246 Miki, Y., Gregg, M.F., Arimoto, A., Nagata, S. & Murashima, S. (2012) Evaluation of doctoral nursing programs by doctoral students in Japan: Cross sectional questionnaire survey Japan Journal of Nursing Science 9 (2) 160-168 Minnick, A.F. & Halstead, L.A. (2002) A desk-based agenda for doctoral nursing education reform Nursing Outlook 50(1) 24-29 22 Nagata, S., Gregg, M.F., Arimoto, A., Murashima, S. & Kim, M.J. (2012) Comparison of quality of doctoral nursing education in Japan by students, graduates and faculty: cross sectional questionnaire survey Nurse Education Today 32(4) 361-367 Parahoo, AK. (2006) Nursing Research: Principles, Process and Issues. (2nd Ed). London, Palgrave Macmillan. Scutari, M. (2010) Learning Bayesian Networks with the bnlearn R Package. Journal of Statistical Software, 35(3), 1–22. Scutari, M (2013) Bayesian network structure learning, parameter learning and inference. http://cran.r-project.org/web/packages/bnlearn/bnlearn.pdf Tavare, A (2011) Managing research misconduct: is anyone getting it right? British Medical Journal, 343. doi: http://dx.doi.org/10.1136/bmj.d8212.Ziermer, M.M., Brown, J., Fitzpatrick, M.L., Manfredi, C., O’Leary, J. & Valgia, T.M. (1992) Doctoral programs in nursing: philosophy, curricula and program requirements Journal of Professional Nursing 8, 56-62 Ziermer, M.M., Fitzpatrick, M.L., Valgia, T., Manfredi, C. & Brown, J. (1991) Curricula of doctoral programs in nursing. In: M. Garbin (Ed) Third National Conference on Measurement and Evaluation in Nursing National League for Nursing Press, New York p. 123-132",
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Quality of doctoral nursing education in the United Kingdom: exploring the views of doctoral students and staff based on a cross sectional questionnaire survey. / McKenna, Hugh; Keeney, Sinead; Kim, MiJa; Park, Chang Gi.

In: Journal of Advanced Nursing, Vol. 70, No. 7, 07.2014, p. 1639-1652.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Quality of doctoral nursing education in the United Kingdom: exploring the views of doctoral students and staff based on a cross sectional questionnaire survey

AU - McKenna, Hugh

AU - Keeney, Sinead

AU - Kim, MiJa

AU - Park, Chang Gi

N1 - Reference text: References Adams, K.A. (2002) What colleges and universities want in new faculty - preparing Future Faculty Occasional Paper Number 7. Washington, DC: Association of American Colleges and Universities and Council of Graduate Schools. American Association of Colleges of Nursing (AACN) (2002) Indicators of quality in research-focused doctoral programs in nursing Journal of Professional Nursing 18(5) 289-294 American Association of Colleges of Nursing (AACN) (2012) New AACN Data Show an Enrollment Surge in Baccalaureate and Graduate Programs Amid Calls for More Highly Educated Nurses. Available at: http://www.aacn.nche.edu/news/articles/2012/enrollment-data Accessed 13th September 2013 Anderson, C.A. (2000) Current strengths and limitations of doctoral education in nursing: Are we prepared for the future? Journal of Professional Nursing 16(4) 191-200 Arimoto, A., Gregg, M.F., Nagata, S., Miki, Y. & Murashima, S. (2012) Evaluation of doctoral nursing programs in Japan by faculty members and their educational and research activities Nurse Education Today 32(5) e1-e7 Baker, S. (2011) The Times Higher Education. THE, No 1,995 p18. Beare, P.G., Gray, C.J. & Ptak, H.F. (1991) Doctoral curricula in nursing Nursing Outlook 29, 311-316 EUA, (2013). Framework for the Internationalisation of Doctoral Education European University Association. Brussels, EUA, http://www.eua.be/eua-projects/current-projects/FRINDOC.aspx. HEFCE (2011) Improving standards in postgraduate research degree programmes Higher Education Funding Council for England. London, HEFCE. Herzer, M. Schmidt, U. (2012). The Structured Doctorate and Quality Assurance Journal of the European Higher Education Area. Vol 3. 38-58 Hinshaw, A. (2001) A continuing challenge: the shortage of educationally prepared nursing faculty Online Journal of Issues in Nursing 6 (1) Available at: http://www.nursingworld.org/mainmenucategories/ANAMarketplace/ANAPeriodicals/OJIN/Tableofcontents/volume62001/No1Jan01/shortageofeducationalfaculty.aspx 21 Holzemer, W.L. & Chambers, D.B. (1986) Healthy nursing doctoral programs: relationship between perceptions of the academic environment and productivity of faculty and alumni Research in Nursing and Health 9, 299-307 Jump, P. (2011). The Times Higher Education. THE, No 1,994 p9 Juntasopeepu, P., Kunaviktikul, W., Chintanawat, R. & Srisuphan, W. (2012) Quality of Thailand’s PhD level nursing education Thai Journal of Nursing Council 27(2) 36-50 Ketefian, S. & McKenna, H.P. (2004) Doctoral Education in Nursing: an international perspective. Routledge, London Ketefian, S. (1991) Doctoral preparation for faculty roles: expectations and realities Journal of Professional Nursing 7, 105-111 Kim, M.J., McKenna, H.P. & Ketefian, S. (2006) Global quality criteria, standards and indicators for doctoral programs in nursing: literature review and guideline development International Journal of Nursing Studies 43, 477-489 Kim, M.J., Lee, H., Kim, H.J., Ahn, Y.H., Kim, E.S., Yun, S.N. & Lee, K.J. (2010) Quality of faculty, students, curriculum and resources for nursing doctoral education in Korea: A focus group study International Journal of Nursing Studies 47(3) 295-306 Kim, M.J., Park, C.G., Kim, M., Lee, H., Ahn, Y.H., Kim, E., Yun, S.N. & Lee, K.J. (2011) Quality of nursing doctoral education in Korea: towards policy development Journal of Advanced Nursing 68(7) 1494-1503 McKenna, H.P & Cutcliffe, J. (2001) Nurse doctoral education in the United Kingdom and Ireland Online Journal of Issues in Nursing 5(2) 9 Available at: http://www.nursingworld.org.ojin/topic12/tpc12_9.htm McKenna, H.P. & Cowman, S. (2001) Doctoral education in nursing: An expanding phenomenon (Editorial) All Ireland Journal of Nursing and Midwifery 1(6) 199 McKenna, H.P. (2005) Doctoral education: some treasonable thoughts (Editorial) International Journal of Nursing Studies 42(3) 245-246 Miki, Y., Gregg, M.F., Arimoto, A., Nagata, S. & Murashima, S. (2012) Evaluation of doctoral nursing programs by doctoral students in Japan: Cross sectional questionnaire survey Japan Journal of Nursing Science 9 (2) 160-168 Minnick, A.F. & Halstead, L.A. (2002) A desk-based agenda for doctoral nursing education reform Nursing Outlook 50(1) 24-29 22 Nagata, S., Gregg, M.F., Arimoto, A., Murashima, S. & Kim, M.J. (2012) Comparison of quality of doctoral nursing education in Japan by students, graduates and faculty: cross sectional questionnaire survey Nurse Education Today 32(4) 361-367 Parahoo, AK. (2006) Nursing Research: Principles, Process and Issues. (2nd Ed). London, Palgrave Macmillan. Scutari, M. (2010) Learning Bayesian Networks with the bnlearn R Package. Journal of Statistical Software, 35(3), 1–22. Scutari, M (2013) Bayesian network structure learning, parameter learning and inference. http://cran.r-project.org/web/packages/bnlearn/bnlearn.pdf Tavare, A (2011) Managing research misconduct: is anyone getting it right? British Medical Journal, 343. doi: http://dx.doi.org/10.1136/bmj.d8212.Ziermer, M.M., Brown, J., Fitzpatrick, M.L., Manfredi, C., O’Leary, J. & Valgia, T.M. (1992) Doctoral programs in nursing: philosophy, curricula and program requirements Journal of Professional Nursing 8, 56-62 Ziermer, M.M., Fitzpatrick, M.L., Valgia, T., Manfredi, C. & Brown, J. (1991) Curricula of doctoral programs in nursing. In: M. Garbin (Ed) Third National Conference on Measurement and Evaluation in Nursing National League for Nursing Press, New York p. 123-132

PY - 2014/7

Y1 - 2014/7

N2 - 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 doctoral education in nursing (Australia, Japan, Korea, SouthAfrica, Thailand, United Kingdom and United States of America).Design. A quantitative study using a cross-sectional comparative survey design.Method. An online survey was administered to collect the views of doctoralstudents and staff members on four domains: programme, faculty/staff, resourceand evaluation. The study was carried out between 2010–2012.Results. In most cases, staff perceived these more positively than students and thedifferences in perception were often statistically significant. Interestingly, manystudents rated the quality of supervision as excellent, whereas no staff memberrated supervision this highly. The crucial importance of resources was confirmedin the path analysis of the four Quality of Doctoral Nursing Education domains.This demonstrates that investment in resources is much more cost-effective thaninvestment in the other domains in relation to improving the overall quality ofdoctoral education in nursing.Conclusion. This study has wide-ranging implications for how the quality ofdoctoral education is monitored and enhanced.

AB - 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 doctoral education in nursing (Australia, Japan, Korea, SouthAfrica, Thailand, United Kingdom and United States of America).Design. A quantitative study using a cross-sectional comparative survey design.Method. An online survey was administered to collect the views of doctoralstudents and staff members on four domains: programme, faculty/staff, resourceand evaluation. The study was carried out between 2010–2012.Results. In most cases, staff perceived these more positively than students and thedifferences in perception were often statistically significant. Interestingly, manystudents rated the quality of supervision as excellent, whereas no staff memberrated supervision this highly. The crucial importance of resources was confirmedin the path analysis of the four Quality of Doctoral Nursing Education domains.This demonstrates that investment in resources is much more cost-effective thaninvestment in the other domains in relation to improving the overall quality ofdoctoral education in nursing.Conclusion. This study has wide-ranging implications for how the quality ofdoctoral education is monitored and enhanced.

KW - doctoral education

KW - INDEN

KW - international

KW - nurses

KW - nursing

KW - quality

KW - survey

UR - http://onlinelibrary.wiley.com/doi/10.1111/jan.12326/abstract

U2 - 10.1111/jan.12326

DO - 10.1111/jan.12326

M3 - Article

VL - 70

SP - 1639

EP - 1652

JO - Journal of Advanced Nursing

JF - Journal of Advanced Nursing

SN - 0309-2402

IS - 7

ER -