DOCTORAL PROGRAMS WITH A MAJOR IN NURSING: A COMPARISON OF SELECTED INSTITUTIONAL, PROGRAM AND CURRICULAR VARIABLES.
AdvisorHarcleroad, Fred F.
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PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThe primary purpose of the study was to determine if differences existed between two types of doctoral programs in nursing, the Doctor of Philosophy degree program with a major in nursing (Type I) and the Doctor of Nursing Science degree program (Type II), in terms of selected environmental input, curricular design, and outcome variables. A secondary purpose of the study was to determine the nature of any apparent differences. The study methodology was based on an exploratory design. Eight case examples were selected through the use of a double random sampling technique from the populations of Type I and Type II doctoral programs in nursing. Selected case examples were surveyed with a questionnaire designed for the study. Data analysis was directed at determining the presence and nature of differences between Type I and Type II case examples based upon reported data for three main categories of variables. Data analysis was accomplished through the use of descriptive statistical techniques of frequencies, ranges, and means. Major conclusions of the study were (1) differences were apparent for selected environmental input variables for respondent data, societal variables, selected institutional variables, and selected student variables; (2) differences were apparent for selected curricular design variables for the curricular content areas of program philosophical orientation, purposes, and objectives. Differences were also found in the curricular form areas of organizational orientation, locus of learning, type of instructional strategies, available areas of coursework, calendar systems, and available credit options; and (3) differences were apparent for selected outcome variables for educational outcome areas of total number of graduates since initial program approval, average number of graduates for the past five years, and diversity of post-graduation employment positions occupied by known graduates. A curricular outcome difference was found in the diversity of types of criteria utilized in the evaluation of the doctoral program.
Degree ProgramHigher Education