Quality of Nursing Doctoral Education in United Kingdom and Japan

Purpose:

The major aim of the 2 country study was to compare the QNDE from the perspectives of faculty and students/graduates.

Methods:

A total of 370 faculty and students/graduates participated in the cross sectional survey by on-line in United Kingdom (UK) and mail in Japan. They were from a total of 33 nursing schools from research intensive universities in these 2 countries.  Country specific total numbers were: 33 nursing schools (5 from the UK, and 28 from Japan), 122 faculties (37 from the UK, and 85 from Japan), and 248 students/graduates (97from UK, 151 from Japan).

Results:

The staff (faculty) and students perceived the overall quality of the doctoral programme as excellent in both countries.  However, graduates' ratings were the most positive with faculty members being the least positive (Japan).

Areas of improvement suggested by students include course descriptions, ethical training, diverse and challenging learning experiences; faculty devoting more time to students’ thesis/dissertations and recommendation letters; and providing more technical or support staff, research infrastructure, space for students, and funding for students (UK). The latter point was echoed by Japanese graduates who had additional concerns about the number of technical and support staff.  Faculty agreed that supervisors mentor and assist students to understand the value of programmes of research and scholarship (UK).  

Conclusion:

Overall quality of doctoral education in these 2 countries was perceived as excellent.  Significant differences in QNDE domains of program and resource between faculty and student/graduate suggest important unique roles faculty and students/graduates play in the evaluation of the quality of doctoral nursing education.