Research Article
Year 2019,
, 84 - 90, 24.04.2019
Abstract
This is a descriptive study to determine the views on the "doctoral education in nursing" of the doctoral students in Nursing. The data of the study were collected using the "Student Views Regarding Doctoral Education in Nursing" survey prepared by using the literature. The survey was sent via e-mail to the students who were at least in the 3rd semester of their doctoral education in nursing. A total of 110 students answered the questionnaire. The students stated that receiving doctoral education is necessary for "improving the nursing knowledge and practices", that they faced challenges such as "inadequate time" and the "attitude of the advisor", and they gained professional skills such as "planning and sustaining research, critical perspective, etc.", but the doctoral education provided a limited contribution to their intellectual improvement.
Keywords
References
- Akdemir, N., Özdemir, L., & Akyar, I. (2011). The educational status of internal medicine nursing within post-graduate education in Turkey. Journal of Anatolia Nursing and Health Science, 14(1), 50–58.
- 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), 1–7.
- Bahçecik, N., & Alpar, Ş. E. (2009). Nursing education in Turkey: From past to present. Nurse Education Today, 29(7), 698–703.
- Evans, C., & Stevenson, K. (2011). The experience of international nursing students studying for a PhD in the U.K: A qualitative study. BMC Nursing, 10, 11.
- 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 & Health, 9(4), 299–307.
- International Network of Doctoral Education in Nursing (INDEN) (2004). Quality Criteria, Standards, and Indicators (QCSI) for Doctoral Programs in Nursing. Accessed through <http://nursing.jhu.edu/excellence/inden/index.html/> on April 15th, 2015.
- Ketefian, S., Davidson, P., Daly, J., Chang, E., & Srisuphan, W. (2005). Issues and challenges in international doctoral education in nursing. Nursing and Health Sciences, 7(3), 150–156.
- Kim, M. J., Lee, H., Kim, H. K., Ahn, Y. H., Kim, E., 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., 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(4), 477–489.
- Kim, M. J., Park, C. G., Kim, M., Lee, J. H., Ahn Y. H., Kim, E., … Lee, K. J. (2012). Quality of nursing doctoral education in Korea: Towards policy development. Journal of Advanced Nursing, 68(7), 1494–1503.
- Kim, M. J., Park, C. G., Mckenna, H., Ketefian, S., Park, S. H., Klopper, H., … Khan, S. (2015). Quality of nursing doctoral education in seven countries: Survey of faculty and students/graduates. Journal of Advanced Nursing, 71(5), 1098–1109.
- Kim, M. J, Park, C. G., Park, S. H., Khan, S., & Ketefian, S. (2014). Quality of nursing doctoral education and scholarly performance in US schools of nursing: Strategic areas for improvement. Journal of Professional Nursing, 30(1),10–18.
- Kjellgren, K. I., Welin, C., & Danielson E. (2005). Evaluation of doctoral nursing programs – A review and a strategy for follow up. Nurse Education Today, 25(4), 316–325.
- Kocaman, G. (2005). Türkiye’de hemşirelik eğitim sorunları ve çözüm arayışları. Ankara: Odak Ofset.
- Lewallen, L. P., & Kohlenberg, E. (2011). Preparing the nurse scientist for academia and industry. Nursing Education Perspectives, 32(1), 22–25.
- McKenna, H. P. (2005). Doctoral education: Some treasonable thoughts (Editorial). International Journal of Nursing Studies, 42(3), 245–246.
- Mckenna, H., Keeney, S., Kim, M. J., & Park, C. G. (2014). Quality of doctoral nursing education in the United Kingdom: Exploring the views of doctoral students and staff based on a cross-sectional questionnaire survey. Journal of Advanced Nursing, 70(7), 1639–1652.
- 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):160–8.
- Minnick, A., Normam, L., Donaghey, B., Fisher, L., & McKrigan, I. (2010). Leadership in doctoral nursing research programs. Journal of Nursing Education, 49(9), 504–510.
- Nabolsi, M. M., Abu-Moghli, F. A., & Khalaf, I. A. (2014). Evaluating a new doctoral nursing program: A Jordanian case study. Procedia - Social and Behavioral Sciences, 141, 210–220.
- Nagata, S., Gregg, M. F., Miki, Y., Arimoto, A., Murashima, S., & Kim, M. (2012). Evaluation of doctoral nursing education in Japan by students, graduates, and faculty: A comparative study based on a cross-sectional questionnaire survey. Nurse Education Today, 32(4), 361–367.
- Özdemir, H., Arslan, S. Y., & Tasci, S. A. (2014). Qualitative study about nursing doctoral education in Turkey. International Journal of Caring Sciences, 7(2), 542–557.
- Park, H. A., Kim, O. S., & Kyung, M. (2013). Doctoral nursing education in South Korea. Journal of Nursing Science, 31(Suppl 1), 9–14.
- Parse, R. R. (2005). Choosing a doctoral program in nursing: What to consider. Nursing Science Quarterly, 18(1), 5.
- Smith, D. G., & Delmore, B. (2007). Three key components to successfully completing a nursing doctoral program. The Journal of Continuing Education in Nursing, 38(2), 76–82.
- Suliman, W., & Tadros, A. (2011). Nursing students coping with English as a foreign language medium of instruction. Nurse Education Today, 31(4), 402–407.
- Yavuz, M. (2004). Nursing doctoral education in Turkey. Nurse Education Today, 24(7), 553–559.
Türkiye'deki Devlet Üniversitesi Öğrencilerinin Hemşirelikte Doktora Eğitimi Kalitesi ile İlgili Görüşleri
Abstract
Bu çalışma, hemşirelik doktora öğrencilerinin "hemşirelikte doktora eğitimi" üzerine görüşlerini belirlemek için yapılan tanımlayıcı bir çalışmadır. Araştırmanın verileri, literatür kullanılarak hazırlanan "Hemşirelikte Doktora Eğitimine Yönelik Öğrenci Görüşleri" başlıklı anket formu kullanılarak toplanmıştır. Anket hemşirelik alanındaki doktora eğitiminin en az üçüncü yarıyıldaki öğrencilere e-posta yoluyla gönderilmiş ve ankete toplam 110 öğrenci yanıt vermiştir. Öğrenciler "hemşirelik bilgi ve uygulamalarını güçlendirmek için" bir doktora eğitiminin gerekli olduğunu, "yetersiz zaman" ve "danışmanın tutumu" gibi zorluklarla karşı karşıya kaldıklarını ve "araştırmanın planlanması ve sürdürülmesi, eleştirel düşünme vb." profesyonel yetenekler kazandıklarını ancak doktora eğitiminin entelektüel gelişimlerine sınırlı katkı sağladığını belirtmişlerdir.
Keywords
References
- Akdemir, N., Özdemir, L., & Akyar, I. (2011). The educational status of internal medicine nursing within post-graduate education in Turkey. Journal of Anatolia Nursing and Health Science, 14(1), 50–58.
- 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), 1–7.
- Bahçecik, N., & Alpar, Ş. E. (2009). Nursing education in Turkey: From past to present. Nurse Education Today, 29(7), 698–703.
- Evans, C., & Stevenson, K. (2011). The experience of international nursing students studying for a PhD in the U.K: A qualitative study. BMC Nursing, 10, 11.
- 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 & Health, 9(4), 299–307.
- International Network of Doctoral Education in Nursing (INDEN) (2004). Quality Criteria, Standards, and Indicators (QCSI) for Doctoral Programs in Nursing. Accessed through <http://nursing.jhu.edu/excellence/inden/index.html/> on April 15th, 2015.
- Ketefian, S., Davidson, P., Daly, J., Chang, E., & Srisuphan, W. (2005). Issues and challenges in international doctoral education in nursing. Nursing and Health Sciences, 7(3), 150–156.
- Kim, M. J., Lee, H., Kim, H. K., Ahn, Y. H., Kim, E., 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., 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(4), 477–489.
- Kim, M. J., Park, C. G., Kim, M., Lee, J. H., Ahn Y. H., Kim, E., … Lee, K. J. (2012). Quality of nursing doctoral education in Korea: Towards policy development. Journal of Advanced Nursing, 68(7), 1494–1503.
- Kim, M. J., Park, C. G., Mckenna, H., Ketefian, S., Park, S. H., Klopper, H., … Khan, S. (2015). Quality of nursing doctoral education in seven countries: Survey of faculty and students/graduates. Journal of Advanced Nursing, 71(5), 1098–1109.
- Kim, M. J, Park, C. G., Park, S. H., Khan, S., & Ketefian, S. (2014). Quality of nursing doctoral education and scholarly performance in US schools of nursing: Strategic areas for improvement. Journal of Professional Nursing, 30(1),10–18.
- Kjellgren, K. I., Welin, C., & Danielson E. (2005). Evaluation of doctoral nursing programs – A review and a strategy for follow up. Nurse Education Today, 25(4), 316–325.
- Kocaman, G. (2005). Türkiye’de hemşirelik eğitim sorunları ve çözüm arayışları. Ankara: Odak Ofset.
- Lewallen, L. P., & Kohlenberg, E. (2011). Preparing the nurse scientist for academia and industry. Nursing Education Perspectives, 32(1), 22–25.
- McKenna, H. P. (2005). Doctoral education: Some treasonable thoughts (Editorial). International Journal of Nursing Studies, 42(3), 245–246.
- Mckenna, H., Keeney, S., Kim, M. J., & Park, C. G. (2014). Quality of doctoral nursing education in the United Kingdom: Exploring the views of doctoral students and staff based on a cross-sectional questionnaire survey. Journal of Advanced Nursing, 70(7), 1639–1652.
- 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):160–8.
- Minnick, A., Normam, L., Donaghey, B., Fisher, L., & McKrigan, I. (2010). Leadership in doctoral nursing research programs. Journal of Nursing Education, 49(9), 504–510.
- Nabolsi, M. M., Abu-Moghli, F. A., & Khalaf, I. A. (2014). Evaluating a new doctoral nursing program: A Jordanian case study. Procedia - Social and Behavioral Sciences, 141, 210–220.
- Nagata, S., Gregg, M. F., Miki, Y., Arimoto, A., Murashima, S., & Kim, M. (2012). Evaluation of doctoral nursing education in Japan by students, graduates, and faculty: A comparative study based on a cross-sectional questionnaire survey. Nurse Education Today, 32(4), 361–367.
- Özdemir, H., Arslan, S. Y., & Tasci, S. A. (2014). Qualitative study about nursing doctoral education in Turkey. International Journal of Caring Sciences, 7(2), 542–557.
- Park, H. A., Kim, O. S., & Kyung, M. (2013). Doctoral nursing education in South Korea. Journal of Nursing Science, 31(Suppl 1), 9–14.
- Parse, R. R. (2005). Choosing a doctoral program in nursing: What to consider. Nursing Science Quarterly, 18(1), 5.
- Smith, D. G., & Delmore, B. (2007). Three key components to successfully completing a nursing doctoral program. The Journal of Continuing Education in Nursing, 38(2), 76–82.
- Suliman, W., & Tadros, A. (2011). Nursing students coping with English as a foreign language medium of instruction. Nurse Education Today, 31(4), 402–407.
- Yavuz, M. (2004). Nursing doctoral education in Turkey. Nurse Education Today, 24(7), 553–559.
There are 28 citations in total.
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Original Empirical Research |
| Authors | |
| Publication Date | April 24, 2019 |
| Published in Issue | Year 2019 |
Cited By
The Impact of the Pandemic on Postgraduate Nursing Students: Comparison of Master’s and Doctorate Studies
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi
https://doi.org/10.17240/aibuefd.2024..-1337553
Validity and Reliability of the Turkish Version of the Instrument of the Quality of Nursing Doctoral Education
Journal of Higher Education and Science
https://doi.org/10.5961/higheredusci.1078501
TÜBA Higher Education Research / Review (TÜBA-HER) is indexed in ESCI, TR Dizin, EBSCO, and Google Scholar.
Publisher
112 Vedat Dalokay Street, Çankaya , 06700 Ankara, Türkiye
Yükseköğretim Dergisi / TÜBA Higher Education Research/Review (TÜBA-HER) does not officially endorse the views expressed in the articles published in the journal, nor does it guarantee any product or service advertisements that may appear in the print or online versions. The scientific and legal responsibility for the published articles belongs solely to the authors.
Images, figures, tables, and other materials submitted with manuscripts must be original. If previously published, written permission from the copyright holder must be provided for reproduction in both print and online versions. Authors agree to transfer all publication rights to the Turkish Academy of Sciences (TÜBA), the publisher of the journal, upon acceptance of their manuscript for publication. Copyright of all published content (text and visual materials) belongs to the journal. No payment is made to the authors under the name of copyright or any other title, and no article processing charges are requested. However, the cost of reprints, if requested, is the responsibility of the authors.
In order to promote global open access to scientific knowledge and research, TÜBA allows all content published online (unless otherwise stated) to be freely used by readers, researchers, and institutions. Such use (including linking, downloading, distribution, printing, copying, or reproduction in any medium) is permitted under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License, provided that the original work is properly cited, not modified, and not used for commercial purposes. For permission regarding commercial use, please contact the publisher.