Quality of doctoral nursing education in the United Kingdom: exploring the views of doctoral students and staff based on a cross-sectional questionnaire survey
Article first published online: 6 DEC 2013
© 2013 John Wiley & Sons Ltd
Journal of Advanced Nursing
Volume 70, Issue 7, pages 1639–1652, July 2014
How to Cite
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. doi: 10.1111/jan.12326, , & (
- Issue published online: 5 JUN 2014
- Article first published online: 6 DEC 2013
- Manuscript Accepted: 7 NOV 2013
- São Paulo Research Foundation. Grant Numbers: Fapesp – Process 2009/12783-4, Fapesp – Process 2010/10006-8
- doctoral education;
- INDEN ;
To evaluate the quality of doctoral education in nursing in the United Kingdom.
In recent decades, doctoral education programmes in nursing are increasing worldwide. There are many reasons for this and concerns have been raised regarding the quality of provision in and across countries. To date, the quality of doctoral education on a global level has not been reported in the literature. This United Kingdom study is part of a seven country investigation into the quality of doctoral education in nursing (Australia, Japan, Korea, South Africa, Thailand, United Kingdom and United States of America).
A quantitative study using a cross-sectional comparative survey design.
An online survey was administered to collect the views of doctoral students and staff members on four domains: programme, faculty/staff, resource and evaluation. The study was carried out between 2010–2012.
In most cases, staff perceived these more positively than students and the differences in perception were often statistically significant. Interestingly, many students rated the quality of supervision as excellent, whereas no staff member rated supervision this highly. The crucial importance of resources was confirmed in the path analysis of the four Quality of Doctoral Nursing Education domains. This demonstrates that investment in resources is much more cost-effective than investment in the other domains in relation to improving the overall quality of doctoral education in nursing.
This study has wide-ranging implications for how the quality of doctoral education is monitored and enhanced.