Abstract
Session presented on: Monday, July 22, 2013:
Purpose: To describe the context and quality of nursing doctoral education and to analyze main issues facing the quality of nursing doctoral education from perspectives of nursing deans, academic personnel/faculty, doctoral students/graduates and doctoral students in South Africa and Australia.
Methods: A total of 159 faculty and students/graduates participated in the cross sectional on-line survey and they were from a total of 19 nursing schools from universities in these 2 countries. Country specific total numbers were: 19 nursing schools (12 from the South Africa and 7 from Australia); 39 faculties (26 from South Africa and 13 from Australia; and 120 students/graduates (87 from South Africa and 33 from Australia).
Results: The three areas with the most problems in South Africa were related to: doctoral students (admission, progression, and graduation); availability of institutional resources (human, material and technical resources) and the curriculum (goal, content and supervision). A number of concerns in Australia include the need for better resourcing of doctoral education and the challenge of achieving greater numbers of qualified faculty for doctoral student supervision.
Conclusion: The exploration and description of nursing doctoral education provided baseline data of the quality of nursing doctoral education in South Africa and Australia. This study identified threats to the quality and strategies to improve the quality of doctoral nursing education in both countries.
Sigma Membership
Tau Lambda at-Large
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Issues, Nursing Doctoral Education, Quality Evaluation
Recommended Citation
Daly, John; Coetzee, Siedine Knobloch; and Klopper, Hester C., "Quality of nursing doctoral education in Australia and South Africa" (2013). INRC (Congress). 50.
https://www.sigmarepository.org/inrc/2013/presentations_2013/50
Conference Name
24th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Prague, Czech Republic
Conference Year
2013
Rights Holder
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Acquisition
Proxy-submission
Quality of nursing doctoral education in Australia and South Africa
Prague, Czech Republic
Session presented on: Monday, July 22, 2013:
Purpose: To describe the context and quality of nursing doctoral education and to analyze main issues facing the quality of nursing doctoral education from perspectives of nursing deans, academic personnel/faculty, doctoral students/graduates and doctoral students in South Africa and Australia.
Methods: A total of 159 faculty and students/graduates participated in the cross sectional on-line survey and they were from a total of 19 nursing schools from universities in these 2 countries. Country specific total numbers were: 19 nursing schools (12 from the South Africa and 7 from Australia); 39 faculties (26 from South Africa and 13 from Australia; and 120 students/graduates (87 from South Africa and 33 from Australia).
Results: The three areas with the most problems in South Africa were related to: doctoral students (admission, progression, and graduation); availability of institutional resources (human, material and technical resources) and the curriculum (goal, content and supervision). A number of concerns in Australia include the need for better resourcing of doctoral education and the challenge of achieving greater numbers of qualified faculty for doctoral student supervision.
Conclusion: The exploration and description of nursing doctoral education provided baseline data of the quality of nursing doctoral education in South Africa and Australia. This study identified threats to the quality and strategies to improve the quality of doctoral nursing education in both countries.