QUALITY OF NURSING DOCTORAL EDUCATION AND SCHOLARLY PERFORMANCE IN US SCHOOLS OF NURSING: STRATEGIC AREAS FOR IMPROVEMENT

Comprehensive evaluation of quality of nursing doctoral education (QNDE) in research-intensive universities has not been reported since 1980s. This study aimed to examine the QNDE from the perspectives of faculty and students/graduates and their relations to school characteristics, identify factors of the four domains of the QNDE that influence the QNDE, and analyze the relationship of QNDE to scholarly performance of nursing schools in the Unites States. Seventy-two nursing schools offering research-focused nursing doctoral programs with National Institutes of Health (NIH) funding during 2004-2007 participated, and they responded to the questionnaire (see http://gknf.or.kr/research/). Twenty-nine deans/schools, 179 faculties, and 461 students/graduates responded. Both faculty and students/graduates groups rated quality positively. Schools in the top quartile group per NIH funding amounts showed significant differences in QNDE from the bottom quartile group. Program and faculty domains were identified as most important by the top quartile group, and items that were significantly associated with the quality were supportive environment for students' learning, faculty mentorship, and assistance to students in understanding the value of programs of research and scholarship. Percentage of faculty member with research grants was significant predictors for all domains of QNDE, and time to degree was significant in explaining overall quality.