Doctoral Education in Nursing

Publisher Website
Google Scholar
Abstract
The growth and change in the quality of doctoral education from 1979 to 1984 was assessed using a repeated-measures design. Data were analyzed from 14 nursing doctoral programs that participated in both a 1979 and a 1984 study using Educational Testing Service Graduate Program Self-Assessment questionnaires. Findings suggest that doctoral programs experienced a significant growth and maintained a quality environment. Faculty demonstrated an increased commitment to scholarly activities as evidenced by an increase in publications, presentations, and perceptions of time spent on such projects. Students admitted in 1984 had higher entrance grade point averages than students admitted in 1979; more pursued their graduate education on a part-time basis. The evidence documents a growing scholarly maturity in nursing doctoral programs.

This publication has 0 references indexed in Scilit: