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Farklı Ülkelerdeki Hemşirelikte Doktora Programlarının Karşılaştırılması

Yıl 2022, Cilt: 15 Sayı: 2, 207 - 218, 15.04.2022
https://doi.org/10.46483/deuhfed.880535

Öz

Doktora, evrensel olarak en üst akademik derece olarak kabul edilir. Doktora eğitiminde, bireyin bilimsel problemleri derin ve kapsamlı bir bakış açısı ile inceleyerek yorumlaması, analiz ve sentez yeteneklerini kazanması, bağımsız araştırma yapma becerilerine sahip olması amaçlanır. Hemşirelik disiplininde bilim insanına artan ihtiyaç, araştırma bulgularının hemşirelik uygulamalarına yansıtılması ve toplumdaki acil sağlık sorunlarına araştırmalar ile çözüm bulma gerekliliği hemşirelikte doktora programına gereksinimi artıran etkenlerdir. Sağlık hizmetleri teknolojisindeki ilerlemeler, multidisipliner çalışmaların öneminin giderek artması, nitelikli sağlık hizmeti sunumunda artan beklentiler, sosyo-politik-çevresel faktörler, kaliteli ve kanıta dayalı hasta bakımı gereklilikleri, hemşirelikte doktora programlarının önemini artırmaktadır. Derlemede, hemşirelik eğitiminde öncü ülkeler olan Amerika Birleşik Devletleri, Kanada, İngiltere, Avustralya, Uzak Doğu ülkelerini temsilen Japonya ve son yıllarda hemşirelik eğitiminde bilimsel yayın artışlarıyla dikkat çeken İran’daki hemşirelik doktora programları ile ülkemizdeki programlar karşılaştırılmıştır. Doktora programları kabul koşulları, eğitim programı, mezuniyet koşulları, yeterlilik ve istihdam alanları açısından incelenmiş ve ülkemizdeki hemşirelikte doktora programlarının geliştirilmesine yönelik öneriler sunulmuştur.

Kaynakça

  • 1.AACN (American Association of Colleges of Nursing). PhD education. 2021; https://www.aacnnursing.org/Nursing-Education-Programs/PhD-Education. Erişim tarihi: 08 Ocak 2021.
  • 2.AACN. DNP essentials: The essentials of doctoral education for advanced nursing practice.2006; https://www.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdf. Erişim tarihi: 28 Aralık 2020.
  • 3.Ketefian S, Redman SW. A critical examination of developments in nursing doctoral education in the United States. Revista Latino-Americana de Enfermagem 2015; 23(3): 363–371.
  • 4.INDEN (İnternational Network for Doctoral Education in Nursing). Advances in nursing doctoral education & research. ANDER Journal [online]. 2017; 6(1).
  • 5.INDEN. Advances in nursing doctoral education & research. 2013; https://nursing.jhu.edu/excellence/inden/documents/newsletters/Oct%20Journal%2010%2013%2013.pdf . Erişim tarihi: 01 Ocak 2021.
  • 6. Siqueira CL, Dorigan GH, Borges-Saidel MG, Panuta-Dias-Cunha MR, Brito-Rodrigues AP, Uhlmann DB. Doctor of nursing practice: Reflections on doctoral education in nursing. Revista Mineira Enfermagem 2019; 23:e-1200.
  • 7. Molassiotis A, Wang T, Xuan-Hoang HT, Tan JY, Yamamoto-Mitani N, Cheng KF et al. Doctoral nursing education in east and Southeast Asia: characteristics of the programs and students’ experiences of and satisfaction with their studies. BMC Med Educ. 2020; 20:143.
  • 8.Kim MJ, Park CG, McKenna H, Ketefian S, Park SH, Klopper H et al. Quality of nursing doctoral education in seven countries: survey of faculty and students/graduates. Journal of Advanced Nursing 2015; 71(5):1098-109.
  • 9.Özkütük N, Orgun F, Akçakoca B. Türkiye’de hemşirelik eğitimi veren yükseköğretim kurumlarına ilişkin güncel durumun incelenmesi. Yükseköğretim Dergisi 2018; 8(2):150–157.
  • 10.Bernstein BL, Evans B, Fyffe J, Halai N, Hall FL. The continuing evolution of the research doctorate. In M. Nerad & B. Evans (Eds.), Globalization and its impacts on the quality of PhD education: Forces and forms in doctoral education worldwide, Rotterdam: Sense Publishers; 2014: 5-30.
  • 11.Global QS Rankings. Nursing university rankings. 2020; https://www.topuniversities.com/university-rankings/university-subject-rankings/2020/nursing. Erişim tarihi: 24 Ocak 2021.
  • 12.Moonaghi HK, Valizadehzare N, Khorashadizadeh F. PhD programs in nursing in Iran and Canada: A qualitative study. Journal of Pakistan Medical Association 2017; 67(6): 863-868.
  • 13.Khomeiran RT, Deans C. Nursing education in Iran: Past, present and future. Journal of Hospital & Medical Management 2020; 6(3): 255.
  • 14.Nova Southeastern University. Comparison table between DNP, EdD and PhD. 2021; https://nursing.nova.edu/forms/comparison_table.pdf . Erişim tarihi: 12 Ocak 2021.
  • 15.Dos Santos LM, Lo HF. The development of doctoral degree curriculum in England: Perspectives from professional doctoral degree graduates. International Journal of Education Policy & Leadership 2018; 13(6):1-19.
  • 16.Goliroshan S, Nobahar M, Babamohammadi H. Comparative study of nursing PhD curriculum in Iran and Carolina. Iranian Journal of Nursing Research 2019;14 (5):47-57.
  • 17.Kırıkkaleli Z, Şahin N. Geçmişten bugüne yurtdışındaki hemşirelik eğitimi. Journal of Academic Research in Nursing 2019; 5(1):67- 72.
  • 18.Koç A, Tayaz E, Ceylan E. İç hastalıkları hemşireliği doktora programının önemi ve Türkiye’deki durum analizi. Yükseköğretim ve Bilim Dergisi 2020; 10 (1): 144-152.
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  • 22.Watson R, Thompson DR, Amella E. Doctorates and nurses. Contemporary Nurse 2011; 38 (1-2):151-159.
  • 23.Horiuchi S. Doctoral nursing education in Japan. Journal of Nursing Science 2013; 31(1): 5-8.
  • 24.St. Luke's International University. Graduate school of nursing science (Doctorate). 2021; http://university.luke.ac.jp/english/student_life/after_graduation.html. Erişim tarihi: 31 Ocak 2021.
  • 25.Kızılkaya-Beji N, Güngör İ. Dünden bugüne hemşirelik eğitimi. Sağlık Düşüncesi ve Tıp Kültürü Dergisi 2013; 27:14-17.
  • 26.Palese A, Zabalegui A, Sigurdardottir AK, Bergin M, Dobrowolska B, Gasser C et al. Bologna process, more or less: nursing education in the European economic area: a discussion paper. International Journal of Nursing Education Scholarship 2014; 11(1): 63–73.
  • 27.The Johns Hopkins University School of Nursing. DNP advanced practice/PhD dual degree program. https://nursing.jhu.edu/academics/programs/doctoral/dnp-phd.html. Erişim tarihi: 31 Ocak 2021.
  • 28.The University of Ottawa. Doctorate in philosophy nursing. 2021; https://catalogue.uottawa.ca/en/graduate/doctorate-philosophy-nursing/#text. Erişim tarihi: 04 Ocak 2021.
  • 29.University of Edinburgh. PhD/MPhil nursing studies. 2021; https://www.phdportal.com/studies/26199/nursing-studies.html#content:requirement. Erişim tarihi: 19 Ocak 2021.
  • 30.The University of Sydney. Doctor of philosophy (nursing). 2021; https://www.sydney.edu.au/handbooks/archive/2018/nursing/postgraduate/research/phd.shtml.html. Erişim tarihi: 05 Ocak 2021.
  • 31.The University of Tsukuba. Doctoral & master’s programs in nursing science. 2021; http://www.md.tsukuba.ac.jp/kango-kagaku/en/about/curriculum.html#late_stage. Erişim tarihi: 17 Ocak 2021.
  • 32.Tehran University. Nursing PhD. 2021; http://fnm.tums.ac.ir/userfiles/pdf/NursingPhD.pdf. Erişim tarihi: 18 Ocak 2021.
  • 33.YÖK Lisansüstü Eğitim ve Öğretim Yönetmeliği. Resmi gazete. 2016; https://www.resmigazete.gov.tr/eskiler/2016/04/20160420-16.htm. Erişim tarihi: 07 Ocak 2021.
  • 34.Hajbaghery MA, Nabizadeh-Gharghozar Z, Bolandianbafghi S. Comparative study of nursing PhD education system and curriculum in Iran and Alberta school of nursing. Military Caring Sciences 2019; 6 (1): 69-78.
  • 35.University of Huddersfield. Nursing and midwifery PhD. 2021; https://courses.hud.ac.uk/full-time/postgraduate/nursing-and-midwifery-phd . Erişim tarihi: 19 Ocak 2021.
  • 36.University of Essex. Professional doctorate nursing. 2021; https://www.essex.ac.uk/courses/pr00952/1/professional-doctorate-nursing. Erişim tarihi: 25 Ocak 2021.
  • 37.Latrobe University. Doctor of nursing. 2021; https://www.latrobe.edu.au/courses/doctor-of-nursing-professional-doctorate . Erişim tarihi: 05 Ocak 2021.
  • 38.PhD Study in Japan. A guide for 2021; https://www.findaphd.com/study-abroad/asia/phd-study-in-japan.aspx . Erişim tarihi: 07 Ocak 2021.
  • 39.Romano CA, Hinshaw AS. Doctor of nursing practice education for uniformed service advanced practice nurses: A model curriculum and clinical partnership. Clinical Scholars Review 2015; 8(1), 29-38.
  • 40.Wyman JF, Henly SJ. PhD programs in nursing in the United States: Visibility of American Association of Colleges of Nursing core curricular elements and emerging areas of science. Nursing Outlook 2015; 63(4), 390-397.
  • 41.Canada University of Alberta, Faculty of nursing PhD program; 2021. https://www.ualberta.ca/nursingcanada/programs/graduate-programs-and-admissions/doctoral-program/index.html. Erişim tarihi: 24 Ocak 2021.
  • 42.CASN (Canadian Associaton of Schools of Nursing), Doctoral education in nursing in Canada. 2014; https://www.casn.ca/wp-content/uploads/2014/10/DoctoralEducation2011.pdf. Erişim tarihi: 04 Ocak 2021.
  • 43.Walden University. Doctor of nursing practice. 2021; https://catalog.waldenu.edu/preview_program.php?catoid=128&poid=47161. Erişim tarihi: 30 Ocak 2021.
  • 44.The University of Adelaide. Doctor of nursing. 2021; https://www.adelaide.edu.au/degree-finder/2021/hdrdoctor_nursing.html#df-acc-further_info_parent . Erişim tarihi: 30 Ocak 2021.
  • 45.İstanbul Üniversitesi - Cerrahpaşa Lisansüstü Eğitim ve Öğretim Yönetmeliği. Resmi gazete. 2018; https://www.resmigazete.gov.tr/eskiler/2018/08/20180829-1.htm . Erişim tarihi: 07 Ocak 2021.
  • 46.Ankara Üniversitesi. Hemşirelikte doktora programı ders katoloğu. 2021; http://sagbilens.ankara.edu.tr/lisansustu-programlar-ders-katalogu/ . Erişim tarihi: 15 Ocak 2021.
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Comparison of Doctorate Programs in Nursing among Different Countries

Yıl 2022, Cilt: 15 Sayı: 2, 207 - 218, 15.04.2022
https://doi.org/10.46483/deuhfed.880535

Öz

Doctoral is universally recognized as the top academic degree. In doctoral education, it is aimed that the individual will examine scientific problems with a deep and comprehensive perspective, gain analysis and synthesis skills, and have the skills to conduct independent research. The increasing need for scientists in the nursing discipline, the reflection of research findings on nursing practices, and the necessity of finding solutions to urgent health problems in society through research are the factors that increase the need for a doctorate program in nursing. Advances in healthcare technology, the increasing importance of multidisciplinary studies, increasing expectations in the provision of quality healthcare services, socio-political-environmental factors, quality and evidence-based patient care requirements increase the importance of doctoral programs in nursing. In this review, the programs in our country are compared with the nursing doctoral programs in the United States of America, Canada, United Kingdom, Australia which are the leading countries in nursing education, Japan which represents the Far Eastern countries, and Iran which have attracted attention with the increase in scientific publications in nursing education in recent years. Doctoral programs were examined in terms of admission conditions, curriculum, graduation conditions, qualifications, employment areas, and recommendations were presented for the development of doctoral programs in nursing in our country.

Kaynakça

  • 1.AACN (American Association of Colleges of Nursing). PhD education. 2021; https://www.aacnnursing.org/Nursing-Education-Programs/PhD-Education. Erişim tarihi: 08 Ocak 2021.
  • 2.AACN. DNP essentials: The essentials of doctoral education for advanced nursing practice.2006; https://www.aacnnursing.org/Portals/42/Publications/DNPEssentials.pdf. Erişim tarihi: 28 Aralık 2020.
  • 3.Ketefian S, Redman SW. A critical examination of developments in nursing doctoral education in the United States. Revista Latino-Americana de Enfermagem 2015; 23(3): 363–371.
  • 4.INDEN (İnternational Network for Doctoral Education in Nursing). Advances in nursing doctoral education & research. ANDER Journal [online]. 2017; 6(1).
  • 5.INDEN. Advances in nursing doctoral education & research. 2013; https://nursing.jhu.edu/excellence/inden/documents/newsletters/Oct%20Journal%2010%2013%2013.pdf . Erişim tarihi: 01 Ocak 2021.
  • 6. Siqueira CL, Dorigan GH, Borges-Saidel MG, Panuta-Dias-Cunha MR, Brito-Rodrigues AP, Uhlmann DB. Doctor of nursing practice: Reflections on doctoral education in nursing. Revista Mineira Enfermagem 2019; 23:e-1200.
  • 7. Molassiotis A, Wang T, Xuan-Hoang HT, Tan JY, Yamamoto-Mitani N, Cheng KF et al. Doctoral nursing education in east and Southeast Asia: characteristics of the programs and students’ experiences of and satisfaction with their studies. BMC Med Educ. 2020; 20:143.
  • 8.Kim MJ, Park CG, McKenna H, Ketefian S, Park SH, Klopper H et al. Quality of nursing doctoral education in seven countries: survey of faculty and students/graduates. Journal of Advanced Nursing 2015; 71(5):1098-109.
  • 9.Özkütük N, Orgun F, Akçakoca B. Türkiye’de hemşirelik eğitimi veren yükseköğretim kurumlarına ilişkin güncel durumun incelenmesi. Yükseköğretim Dergisi 2018; 8(2):150–157.
  • 10.Bernstein BL, Evans B, Fyffe J, Halai N, Hall FL. The continuing evolution of the research doctorate. In M. Nerad & B. Evans (Eds.), Globalization and its impacts on the quality of PhD education: Forces and forms in doctoral education worldwide, Rotterdam: Sense Publishers; 2014: 5-30.
  • 11.Global QS Rankings. Nursing university rankings. 2020; https://www.topuniversities.com/university-rankings/university-subject-rankings/2020/nursing. Erişim tarihi: 24 Ocak 2021.
  • 12.Moonaghi HK, Valizadehzare N, Khorashadizadeh F. PhD programs in nursing in Iran and Canada: A qualitative study. Journal of Pakistan Medical Association 2017; 67(6): 863-868.
  • 13.Khomeiran RT, Deans C. Nursing education in Iran: Past, present and future. Journal of Hospital & Medical Management 2020; 6(3): 255.
  • 14.Nova Southeastern University. Comparison table between DNP, EdD and PhD. 2021; https://nursing.nova.edu/forms/comparison_table.pdf . Erişim tarihi: 12 Ocak 2021.
  • 15.Dos Santos LM, Lo HF. The development of doctoral degree curriculum in England: Perspectives from professional doctoral degree graduates. International Journal of Education Policy & Leadership 2018; 13(6):1-19.
  • 16.Goliroshan S, Nobahar M, Babamohammadi H. Comparative study of nursing PhD curriculum in Iran and Carolina. Iranian Journal of Nursing Research 2019;14 (5):47-57.
  • 17.Kırıkkaleli Z, Şahin N. Geçmişten bugüne yurtdışındaki hemşirelik eğitimi. Journal of Academic Research in Nursing 2019; 5(1):67- 72.
  • 18.Koç A, Tayaz E, Ceylan E. İç hastalıkları hemşireliği doktora programının önemi ve Türkiye’deki durum analizi. Yükseköğretim ve Bilim Dergisi 2020; 10 (1): 144-152.
  • 19.Carter M. The evolution of doctoral education in nursing, Chapter 3, Johns and Bartlett Publishers; 2016. http://samples.jbpub.com/9781449665067/chapter_3.pdf . Erişim tarihi: 07 Ocak 2020.
  • 20.AACN. Position statement on the practice doctorate in nursing. 2004; https://www.aacnnursing.org/Portals/42/News/Position-Statements/DNP.pdf. Erişim tarihi: 07 Ocak 2021.
  • 21.Kot FC, Hendel DD. Emergence and growth of professional doctorates in the United States, United Kingdom, Canada and Australia: a comparative analysis. Studies in Higher Education 2012; 37(3): 345-364.
  • 22.Watson R, Thompson DR, Amella E. Doctorates and nurses. Contemporary Nurse 2011; 38 (1-2):151-159.
  • 23.Horiuchi S. Doctoral nursing education in Japan. Journal of Nursing Science 2013; 31(1): 5-8.
  • 24.St. Luke's International University. Graduate school of nursing science (Doctorate). 2021; http://university.luke.ac.jp/english/student_life/after_graduation.html. Erişim tarihi: 31 Ocak 2021.
  • 25.Kızılkaya-Beji N, Güngör İ. Dünden bugüne hemşirelik eğitimi. Sağlık Düşüncesi ve Tıp Kültürü Dergisi 2013; 27:14-17.
  • 26.Palese A, Zabalegui A, Sigurdardottir AK, Bergin M, Dobrowolska B, Gasser C et al. Bologna process, more or less: nursing education in the European economic area: a discussion paper. International Journal of Nursing Education Scholarship 2014; 11(1): 63–73.
  • 27.The Johns Hopkins University School of Nursing. DNP advanced practice/PhD dual degree program. https://nursing.jhu.edu/academics/programs/doctoral/dnp-phd.html. Erişim tarihi: 31 Ocak 2021.
  • 28.The University of Ottawa. Doctorate in philosophy nursing. 2021; https://catalogue.uottawa.ca/en/graduate/doctorate-philosophy-nursing/#text. Erişim tarihi: 04 Ocak 2021.
  • 29.University of Edinburgh. PhD/MPhil nursing studies. 2021; https://www.phdportal.com/studies/26199/nursing-studies.html#content:requirement. Erişim tarihi: 19 Ocak 2021.
  • 30.The University of Sydney. Doctor of philosophy (nursing). 2021; https://www.sydney.edu.au/handbooks/archive/2018/nursing/postgraduate/research/phd.shtml.html. Erişim tarihi: 05 Ocak 2021.
  • 31.The University of Tsukuba. Doctoral & master’s programs in nursing science. 2021; http://www.md.tsukuba.ac.jp/kango-kagaku/en/about/curriculum.html#late_stage. Erişim tarihi: 17 Ocak 2021.
  • 32.Tehran University. Nursing PhD. 2021; http://fnm.tums.ac.ir/userfiles/pdf/NursingPhD.pdf. Erişim tarihi: 18 Ocak 2021.
  • 33.YÖK Lisansüstü Eğitim ve Öğretim Yönetmeliği. Resmi gazete. 2016; https://www.resmigazete.gov.tr/eskiler/2016/04/20160420-16.htm. Erişim tarihi: 07 Ocak 2021.
  • 34.Hajbaghery MA, Nabizadeh-Gharghozar Z, Bolandianbafghi S. Comparative study of nursing PhD education system and curriculum in Iran and Alberta school of nursing. Military Caring Sciences 2019; 6 (1): 69-78.
  • 35.University of Huddersfield. Nursing and midwifery PhD. 2021; https://courses.hud.ac.uk/full-time/postgraduate/nursing-and-midwifery-phd . Erişim tarihi: 19 Ocak 2021.
  • 36.University of Essex. Professional doctorate nursing. 2021; https://www.essex.ac.uk/courses/pr00952/1/professional-doctorate-nursing. Erişim tarihi: 25 Ocak 2021.
  • 37.Latrobe University. Doctor of nursing. 2021; https://www.latrobe.edu.au/courses/doctor-of-nursing-professional-doctorate . Erişim tarihi: 05 Ocak 2021.
  • 38.PhD Study in Japan. A guide for 2021; https://www.findaphd.com/study-abroad/asia/phd-study-in-japan.aspx . Erişim tarihi: 07 Ocak 2021.
  • 39.Romano CA, Hinshaw AS. Doctor of nursing practice education for uniformed service advanced practice nurses: A model curriculum and clinical partnership. Clinical Scholars Review 2015; 8(1), 29-38.
  • 40.Wyman JF, Henly SJ. PhD programs in nursing in the United States: Visibility of American Association of Colleges of Nursing core curricular elements and emerging areas of science. Nursing Outlook 2015; 63(4), 390-397.
  • 41.Canada University of Alberta, Faculty of nursing PhD program; 2021. https://www.ualberta.ca/nursingcanada/programs/graduate-programs-and-admissions/doctoral-program/index.html. Erişim tarihi: 24 Ocak 2021.
  • 42.CASN (Canadian Associaton of Schools of Nursing), Doctoral education in nursing in Canada. 2014; https://www.casn.ca/wp-content/uploads/2014/10/DoctoralEducation2011.pdf. Erişim tarihi: 04 Ocak 2021.
  • 43.Walden University. Doctor of nursing practice. 2021; https://catalog.waldenu.edu/preview_program.php?catoid=128&poid=47161. Erişim tarihi: 30 Ocak 2021.
  • 44.The University of Adelaide. Doctor of nursing. 2021; https://www.adelaide.edu.au/degree-finder/2021/hdrdoctor_nursing.html#df-acc-further_info_parent . Erişim tarihi: 30 Ocak 2021.
  • 45.İstanbul Üniversitesi - Cerrahpaşa Lisansüstü Eğitim ve Öğretim Yönetmeliği. Resmi gazete. 2018; https://www.resmigazete.gov.tr/eskiler/2018/08/20180829-1.htm . Erişim tarihi: 07 Ocak 2021.
  • 46.Ankara Üniversitesi. Hemşirelikte doktora programı ders katoloğu. 2021; http://sagbilens.ankara.edu.tr/lisansustu-programlar-ders-katalogu/ . Erişim tarihi: 15 Ocak 2021.
  • 47.Dokuz Eylül Üniversitesi. Hemşirelik anabilim dalı doktora programları. 2021; https://debis.deu.edu.tr/ders-katalog/2015-2016/tr/bolum_9213_tr.html . Erişim tarihi: 15 Ocak 2021.
  • 48.İstanbul Bilim Üniversitesi. Hemşirelik doktora programı. 2021; https://akts.demiroglu.bilim.edu.tr/akademik-programlar/doktora/saglik-bilimleri-enstitusu/hemsirelik-doktora-programi%3FpId%3D30 . Erişim tarihi:15 Ocak 2021.
  • 49.McKenna HP. Current trends of nursing doctoral education in Europe. Rwanda Journal of Medicine and Health Sciences 2018; 1(1):39-42.
  • 50.The University of Newcastle. Doctoral degree. 2021; https://policies.newcastle.edu.au/document/view-current.php?id=171 . Erişim tarihi: 17 Ocak 2021.
  • 51.Edwards N, Coddington J, Erler C, Kirkpatrick J. The impact of the role of doctor of nursing practice nurses on healthcare and leadership. Medical Research Archives 2018; 6 (4): 2-11.
  • 52.EdD Programs, Ed.D. in nursing education programs. 2021; https://www.eddprograms.org/schools/nursing-education/. Erişim tarihi:31 Ocak 2021.
  • 53.McMahon M, Habib B, Tamblyn R. The career outcomes of health services and policy research doctoral graduates. Healthc Policy 2019;15 (Special Issue):16-33.
  • 54.NHS (United Kingdom National Health Service). Nursing careers. 2021; https://www.healthcareers.nhs.uk/we-are-the-nhs/nursing-careers . Erişim tarihi: 26 Ocak 2021.
  • 55.UKRC (UK Clinical Research Collaboration). Developing the best research professionals qualified graduate nurses. 2014; https://www.ukcrc.org/wp-content/uploads/2014/07/Nurses-report-August-07-Web.pdf . Erişim tarihi: 27 Ocak 2021.
  • 56.Schwartz S. Educating the nurse of the future, report of the independent review of nursing education commonwealth of Australia. 2019; https://www.health.gov.au/sites/default/files/documents/2019/12/educating-the-nurse-of-the-future.docx . Erişim tarihi: 27 Ocak 2021.
  • 57.NMBA (Nursing and Midwifery Board of Australia). Nurse practitioner standards for practice. 2021; https://www.nursingmidwiferyboard.gov.au/codes-guidelines-statements/professional-standards/nurse-practitioner-standards-of-practice.aspx . Erişim tarihi:26.09.2021.
  • 58.JNA (Japanese Nursing Association). Nursing in Japan. 2016; https://www.nurse.or.jp/jna/english/pdf/nursing-in-japan2016.pdf . Erişim tarihi: 03 Ocak 2021.
  • 59.Amini K, Ghahremani Z, Moosaeifard M, Taghiloo GA. Comparison of nursing education system in Iran and China. Journal of Medical Education Development 2016; 9(21):109-118.
  • 60.Kocaman G, Yürümezoğlu HA. Türkiye’de hemşirelik eğitiminin durum analizi: Sayılarla hemşirelik eğitimi (1996-2015). Yükseköğretim ve Bilim Dergisi 2015; 5(3):255-262.
  • 61.Yükseköğretim Bilgi Yönetim Sistemi. Yükseköğretim istatistikleri. 2021; https://istatistik.yok.gov.tr/ . Erişim tarihi: 27.09.2021.
  • 62.Türkiye Yeterlilikler Veri Tabanı. Sağlık Bilimleri Üniversitesi. Hemşirelik bilimleri doktora diploması.2021;https://tyc.gov.tr/yeterlilik/hemsirelik-bilimleri-doktora-diplomasi-TR00311010.html. Erişim tarihi: 29 Ocak 2021.
  • 63.HEPDAK. Akredite edilen hemşirelik lisans programları. 2020; https://www.hepdak.org.tr/akredite-edilen-kurumlar. Erişim tarihi: 29 Ocak 2021.
  • 64.YÖK (Yüksek Öğretim Kurulu) Hemşirelik programı bulunan tüm üniversiteler. 2020; https://yokatlas.yok.gov.tr/lisans-bolum.php?b=10248. Erişim tarihi: 30 Ocak 2021.
Toplam 64 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Hemşirelik
Bölüm Derleme
Yazarlar

Meryem Dikmen 0000-0002-9106-096X

Sevim Ulupınar Bu kişi benim 0000-0003-1208-2042

Yayımlanma Tarihi 15 Nisan 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 15 Sayı: 2

Kaynak Göster

APA Dikmen, M., & Ulupınar, S. (2022). Farklı Ülkelerdeki Hemşirelikte Doktora Programlarının Karşılaştırılması. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 15(2), 207-218. https://doi.org/10.46483/deuhfed.880535

Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi ULAKBİM Türk Tıp Dizini, Türk Medline, Türkiye Atıf Dizini, Şubat 2021 tarihinden beri EBSCO Host ve 26 Ekim 2021 tarihinden itibaren DOAJ ve 18 Ocak 2022 tarihinden beri Index Copernicus tarafından indekslenmektedir.

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