TY - JOUR
T1 - Evaluation of doctoral nursing education in Japan by students, graduates, and faculty
T2 - A comparative study based on a cross-sectional questionnaire survey
AU - Nagata, Satoko
AU - Gregg, Misuzu F.
AU - Miki, Yuko
AU - Arimoto, Azusa
AU - Murashima, Sachiyo
AU - Kim, Mi Ja
N1 - Funding Information:
The authors gratefully acknowledge the faculty members, students, and graduates who participated in this study. The authors acknowledge the following individuals who contributed to the development of questionnaire: Kim, M. J., Lee, H. K., Kim, H. K., Ahn, Y. H., Kim, E. S., Yun, S. Y., and Lee, K. J. This study was financially supported by the research project on University Evaluation and Accreditation commissioned by the Japan Ministry of Education, Culture, Sports, Science and Technology in 2008.
PY - 2012/5
Y1 - 2012/5
N2 - Evaluation of doctoral education in nursing is needed with the rapid increase in doctoral nursing programs in Japan. This study aimed to compare the evaluations of doctoral nursing education by students, graduates, and faculty. All 46 doctoral nursing programs in Japan were target settings. 127 students who had been in the doctoral program, 24 graduates and 87 faculty members had responded to the survey. A questionnaire with 17 items for program evaluation, 12 items for faculty evaluation, 9 items for resource evaluation, and 3 for overall evaluations was distributed in November and December 2008. Responses to 1 program evaluation item, 2 faculty evaluation items and 4 resource evaluation items indicated significant differences among evaluators. While 79.2% of graduates responded positively that the number of faculty members was sufficient to facilitate learning, only 36.1% of faculty members and 49.6% of students responded affirmatively. Graduates' ratings were the most positive and faculty members were the least positive, especially for infrastructure or equipment such as libraries, computers, and the number of technical and support staff. The significant differences among the evaluators suggested that having evaluators in various roles is important to evaluate the quality of doctoral nursing education.
AB - Evaluation of doctoral education in nursing is needed with the rapid increase in doctoral nursing programs in Japan. This study aimed to compare the evaluations of doctoral nursing education by students, graduates, and faculty. All 46 doctoral nursing programs in Japan were target settings. 127 students who had been in the doctoral program, 24 graduates and 87 faculty members had responded to the survey. A questionnaire with 17 items for program evaluation, 12 items for faculty evaluation, 9 items for resource evaluation, and 3 for overall evaluations was distributed in November and December 2008. Responses to 1 program evaluation item, 2 faculty evaluation items and 4 resource evaluation items indicated significant differences among evaluators. While 79.2% of graduates responded positively that the number of faculty members was sufficient to facilitate learning, only 36.1% of faculty members and 49.6% of students responded affirmatively. Graduates' ratings were the most positive and faculty members were the least positive, especially for infrastructure or equipment such as libraries, computers, and the number of technical and support staff. The significant differences among the evaluators suggested that having evaluators in various roles is important to evaluate the quality of doctoral nursing education.
KW - Comparative research
KW - Doctoral nursing education
KW - Evaluation
KW - Japan
UR - http://www.scopus.com/inward/record.url?scp=84859633225&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84859633225&partnerID=8YFLogxK
U2 - 10.1016/j.nedt.2011.05.019
DO - 10.1016/j.nedt.2011.05.019
M3 - Article
C2 - 21665333
AN - SCOPUS:84859633225
SN - 0260-6917
VL - 32
SP - 361
EP - 367
JO - Nurse Education Today
JF - Nurse Education Today
IS - 4
ER -