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Tan MYN, Ni Z, Liu ASH, Shorey S. The influence of social media on student nurses: A systematic mixed-studies review. NURSE EDUCATION TODAY 2024; 132:106000. [PMID: 37871496 DOI: 10.1016/j.nedt.2023.106000] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Revised: 10/03/2023] [Accepted: 10/19/2023] [Indexed: 10/25/2023]
Abstract
BACKGROUND Social media usage has been ubiquitous and extensively integrated into the daily lives of student nurses. However, there exists a paucity of understanding regarding the influence of social media on student nurses' personal and professional development. OBJECTIVE To examine the influence of social media on student nurses' personal and professional values. DESIGN A systematic mixed-studies review. METHODS English language published studies were sourced from hand searches and seven electronic databases (PubMed, CINAHL, Embase, PsycINFO, ProQuest Dissertation and Theses Global, Scopus, and Web of Science) from the inception of each database to January 2023. RESULTS Twenty-six studies were included. Two main themes and eight subthemes were derived through thematic synthesis. The first main theme, Shaping Student Nurses into Nurses, included four subthemes: 1.1) Personal Development, 1.2) Professional Development, 1.3) Advocacy, and 1.4) Networking. The second main theme, Repercussions of Social Media Usage, included four subthemes: 2.1) Frustrations, 2.2) Discriminative Feelings, 2.3) Compulsive feelings, and 2.4) Consequences of Inappropriate Usage. CONCLUSION The ubiquitous utilization of social media among the current generation of student nurses, for personal, educational, and professional purposes, has precipitated transformative effects conducive to their holistic development. Notwithstanding the potential perils associated with privacy violation and inappropriate usage, educational institutions can develop pedagogical strategies and guidelines in collaboration with healthcare institutions and professionals, aimed at the incorporation of social media within the educational curricula and the prospective workplace environments of student nurses.
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Affiliation(s)
- Michelle Yan Ni Tan
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Zhao Ni
- School of Nursing, Yale University, New Haven, CT 06477, United States of America; Yale Institute for Global Health, Yale University, New Haven, CT 06520, United States of America.
| | - Abielle Shao Hua Liu
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Shefaly Shorey
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, National University Health System, Singapore.
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Impact of the nurse-related information through social media use on undergraduate nursing students’ professional identity in nursing: A mixed-methods study. Nurse Educ Pract 2022; 65:103477. [DOI: 10.1016/j.nepr.2022.103477] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2022] [Revised: 10/06/2022] [Accepted: 10/21/2022] [Indexed: 11/18/2022]
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Cleary-Holdforth J, Leufer T, Baghdadi NA, Almegewly W. Organizational culture and readiness for evidence-based practice in the Kingdom of Saudi Arabia: A pre-experimental study. J Nurs Manag 2022; 30:4560-4568. [PMID: 36200560 PMCID: PMC10091796 DOI: 10.1111/jonm.13856] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Revised: 09/22/2022] [Accepted: 10/02/2022] [Indexed: 12/30/2022]
Abstract
AIM This study aims to establish postgraduate students' perceptions of the organizational culture and readiness for evidence-based practice of their workplaces in the Kingdom of Saudi Arabia. BACKGROUND Nurse shortages and a reliance on a transient nurse workforce have long been a challenge in the Kingdom of Saudi Arabia. Developing a home-grown nurse workforce, a key objective of the Government of Saudi Arabia, can help to address this. Evidence-based practice offers a mechanism to address this. Evidence-based practice implementation is heavily reliant on the prevailing organizational culture. Establishing the organizational culture and readiness for evidence-based practice is crucial for sustainable evidence-based practice implementation. METHODS A pre-experimental pilot study collected data from the same participants at three different points. As part of this, a questionnaire measuring organizational culture and readiness for evidence-based practice was administered twice. Descriptive, inferential and correlational statistics were employed to analyse the data. RESULTS Results demonstrated improved participant perceptions of the organizational culture and readiness for evidence-based practice of their workplaces between the first (M = 76.58, SD = 19.2) and second (M = 92.10, SD = 23.68) data collection points, indicating moderate movement towards a culture of evidence-based practice. Strengths, challenges and opportunities for improvement were identified. CONCLUSION This study established participants' perceptions of the organizational culture and readiness for evidence-based practice of their workplaces, affording insight into context-specific strategies to embed evidence-based practice in health care organizations. IMPLICATIONS FOR NURSING MANAGEMENT Assessing an organization's culture and readiness for evidence-based practice (EBP) can afford insight on the strengths, challenges and opportunities that exist to equip nurse managers to advance evidence-based practice at individual, professional and organizational levels. This study demonstrated the importance of promoting an environment conducive to EBP and putting in place the necessary resources to support evidence-based practice implementation. Nurse managers can play a central role in this.
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Affiliation(s)
- Joanne Cleary-Holdforth
- School of Nursing, Psychotherapy and Community Health, Dublin City University, Dublin, Ireland
| | - Therese Leufer
- School of Nursing, Psychotherapy and Community Health, Dublin City University, Dublin, Ireland
| | - Nadiah A Baghdadi
- Nursing Management and Education Department, College of Nursing, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia
| | - Wafa Almegewly
- Community Health Nursing Department, College of Nursing, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia
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Teresa-Morales C, Rodríguez-Pérez M, Araujo-Hernández M, Feria-Ramírez C. Current Stereotypes Associated with Nursing and Nursing Professionals: An Integrative Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:7640. [PMID: 35805296 PMCID: PMC9265497 DOI: 10.3390/ijerph19137640] [Citation(s) in RCA: 29] [Impact Index Per Article: 14.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/29/2022] [Revised: 06/20/2022] [Accepted: 06/21/2022] [Indexed: 02/06/2023]
Abstract
Nursing and nursing professionals are associated with social stereotypes, which may hinder the profession's development and future prospects as a scientific discipline. The aim of this study was to identify and describe the stereotypes associated with the nursing profession-students and professionals. Therefore, we carried out an integrative review. The search was conducted using PubMed, WOS, and CINAHL databases, and its search strategy was based on a combination of standardised keywords and natural vocabulary, with a temporal limit between 2016 and 2021. The data extraction and analysis was based on the conceptual framework developed by Whittemore and Knafl. Twenty-seven studies were included in the review, and their results were classified and coded. Two categories emerged, namely, stereotypes relating to the professionals' gender and stereotypes relating to the profession itself. We concluded that the nursing profession is viewed as female with low skills, social status, salary, academic level and entry requirements, and with little autonomy. Male nurses' professional competencies and masculinity are questioned, while the work carried out by female nurses is viewed as unprofessional. To reduce these stereotypes and bias we must present the nursing profession as a scientific discipline, developed by both men and women. Specific channels for this awareness-raising work include interventions from universities and the media, and participation in health policies.
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Affiliation(s)
| | - Margarita Rodríguez-Pérez
- Nursing Department Teaching and Research, University of Huelva, 21004 Huelva, Spain; (C.T.-M.); (M.A.-H.); (C.F.-R.)
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Saudi female paramedics' perceptions of challenges in the workplace: A qualitative study. Int Emerg Nurs 2022; 63:101176. [PMID: 35738056 DOI: 10.1016/j.ienj.2022.101176] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2021] [Revised: 02/23/2022] [Accepted: 05/04/2022] [Indexed: 11/24/2022]
Abstract
BACKGROUND It is immensely important that Saudi women become involved in the field of paramedicine in larger numbers; however, anecdotally they continue to experience significant challenges that limit their opportunities for recruitment and deployment in the field. This study set out to explore working female paramedics' perceptions of challenges in their workplace in the Kingdom of Saudi Arabia (KSA). METHODS This study utilised a descriptive qualitative approach. Fifteen Saudi female paramedics were recruited to attend one of four focus groups in Riyadh, Saudi Arabia. Data were assessed using thematic analysis. RESULTS Three themes emerged from the focus groups that described the perceptions of Saudi female paramedics: personal factors, social factors and employment-related factors. They faced several challenges that could affect their family responsibilities, workplace duties and capacity to work in the field of paramedicine. Saudi society also challenged female paramedics, as the culture and traditions of the KSA limited their participation in the paramedicine workforce. Furthermore, they reported experiencing many employment issues related to recruitment to pre-hospital settings, resulting from organisational policies and procedures. CONCLUSION This study investigated the perceptions held by a cohort of female Saudi paramedics of the personal and professional challenges they faced in the workplace in the KSA. The study findings and their implications for female paramedics suggest further research is required to understand the unique challenges they face and to develop various strategies to manage them.
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Alharbi M, Kuhn L, Morphet J. The relationship between social media usage by undergraduate nursing students and development of their professional identity: A correlational study. NURSE EDUCATION TODAY 2022; 112:105337. [PMID: 35378417 DOI: 10.1016/j.nedt.2022.105337] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2021] [Revised: 03/12/2022] [Accepted: 03/22/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND How nursing students perceive themselves as potential nurses in the future is defined as their nursing professional identity. Many undergraduate nursing students present positive attitudes regarding the use of social media. However, the influence of social media usage by undergraduate nursing students on the development of their professional identity is yet to be determined. OBJECTIVE To determine the relationship between social media usage by undergraduate nursing students and the development of their professional identity. DESIGN Descriptive, correlational, cross-sectional study. SETTING(S) Two universities in western Saudi Arabia. PARTICIPANTS Undergraduate nursing students who used social media. METHODS An online questionnaire was designed, and its contents were validated. It was then distributed via a Qualtrics link to students' email addresses and via social media between 4th September 2019 and 28th October 2019. Descriptive analysis including frequencies, percentages, medians, and interquartile ranges were reported. Additionally, a number of non-parametric tests were conducted to investigate the relationships in question. RESULTS In total, 484 questionnaires were included in the analysis. The participants who used social media for educational (p = 0.004), or for professional purposes (p = 0.015) had high scores on the PI scale. The professional identity scores were also positively associated among the participants who followed nurses (p < 0.001), shared their nursing experiences (p < 0.001), and acted as societal educators about the nursing profession (p < 0.001) on social media platforms. CONCLUSIONS Engagement with social media positively influenced undergraduate nursing students in the development of their professional identity. However, it is notable that the pedagogy of nursing education has been slow to adopt social media into nursing curricula. Nursing students require guidance in terms of how to use social media for their professional development.
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Affiliation(s)
- Muna Alharbi
- Nursing and Midwifery, Monash University, Victoria, Australia; Faculty of Nursing, Umm AlQura University, Makkah, Saudi Arabia.
| | - Lisa Kuhn
- Nursing and Midwifery, Monash University, Victoria, Australia
| | - Julia Morphet
- Nursing and Midwifery, Monash University, Victoria, Australia; Monash Centre for Scholarship in Health Education, Monash University, Victoria, Australia
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A pre-experimental pilot study exploring EBP Beliefs and EBP Implementation among post-graduate student nurses in Saudi Arabia. Nurse Educ Pract 2021; 57:103215. [PMID: 34700260 DOI: 10.1016/j.nepr.2021.103215] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Revised: 09/07/2021] [Accepted: 09/20/2021] [Indexed: 11/21/2022]
Abstract
AIM This study aimed to measure the impact of a dedicated EBP module on the knowledge, skills and capability for EBP of students undertaking the inaugural MSc in Nursing: Advanced Practice programme in the KSA. BACKGROUND Evidence-based practice (EBP) yields multiple benefits for all key stakeholders of healthcare. Key to this are healthcare professionals armed with necessary EBP knowledge and skills. Nurses, the largest professional group in healthcare, can be instrumental in effecting sustained EBP implementation. In the Kingdom of Saudi Arabia (KSA) achieving this is hindered by a chronic shortage of nurses and a heavy reliance on expatriate nurses who are often a transient workforce, resulting in a high turnover. The Government of Saudi Arabia 2030 Vision aspires to address the indigenous nurse shortage and the quality of healthcare. In 2017 the inaugural MSc in Nursing: Advanced Practice programme was established in the KSA to prepare Saudi nurses for emerging advanced practice roles. A dedicated EBP module was a core component of the programme. METHODS A pre-experimental pilot study conducted over 18-months collected data from the same participants at three different points. Two validated EBP questionnaires measuring EBP Beliefs and EBP Implementation were administered to post-graduate students undertaking the MSc in Nursing: Advanced Practice programme in one Higher Education Institution in the KSA. Descriptive, inferential and correlational statistics were employed to analyse the demographic data, group mean scores and distribution on the EBP scales, as well the correlation between EBP Beliefs and EBP Implementation. FINDINGS Findings demonstrated that the educational intervention did improve participants' EBP beliefs and implementation. Participants reported positive beliefs about EBP at all 3 data collection points (M = 57.4 SD = 7.0; M = 62.54 SD = 7.21; M = 55.31 SD = 15.81, respectively). EBP implementation was low prior to undertaking the module but improved thereafter as illustrated across the 3 data collection points (M = 15.14 SD = 11.9; M = 27.64 SD = 14.35; M = 25.9 SD = 20.43). On both measures, higher scores indicate higher EBP beliefs and implementation. CONCLUSION This study established the EBP Beliefs and EBP Implementation of a sample of postgraduate nursing students in the KSA. Findings revealed a substantial improvement in both EBP Beliefs and EBP Implementation following the EBP module. Findings support the use of a dedicated module to prepare nurses to use EBP and to practice at an advanced level while simultaneously preparing them for leadership roles in healthcare in KSA. In so doing, this will help to advance the healthcare goals of the KSA 2030 vision.
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Al Harbi A, Donnelly F, Page T, Edwards S, Davies E. Factors that influence the preceptor role: a comparative study of Saudi and expatriate nurses. Int J Nurs Educ Scholarsh 2021; 18:ijnes-2021-0035. [PMID: 34327972 DOI: 10.1515/ijnes-2021-0035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2021] [Accepted: 06/25/2021] [Indexed: 11/15/2022]
Abstract
OBJECTIVES The aim of this study was to compare expatriate and Saudi nursing staff's perceptions of factors that influence their role as preceptors of nursing students. METHODS Descriptive comparative study using a self-administered survey was completed by a convenience sample of eligible nurses (n=285). It was conducted in five different hospitals within the Ministry of Health in the Kingdom of Saudi Arabia. RESULTS Most preceptors were expatriate nurses (70.5%), while Saudi preceptors represented only 29.5%. The findings show that there is a difference between Saudi and expatriate nurses in their perception of the role, that cultural factors influence the role of expatriate preceptors and that organisational factors influence both groups. CONCLUSIONS Expatriate preceptors felt that there were cultural obstacles that hindered their role. These findings will contribute to the development of a more contemporary and culturally sensitive preceptorship model.
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Affiliation(s)
- Aishah Al Harbi
- Adelaide Nursing School, The University of Adelaide, Adelaide, Australia.,Faculty of Nursing, Umm Al Qura University, Makkah, Saudi Arabia
| | - Francis Donnelly
- Adelaide Nursing School, The University of Adelaide, Adelaide, Australia
| | - Tamara Page
- Adelaide Nursing School, The University of Adelaide, Adelaide, Australia
| | - Suzanne Edwards
- Adelaide Health Technology Assessment, School of Public Health, The University of Adelaide, Adelaide, Australia
| | - Ellen Davies
- Adelaide Nursing School, The University of Adelaide, Adelaide, Australia
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Alharbi M, Kuhn L, Morphet J. Nursing students' engagement with social media as an extracurricular activity: An integrative review. J Clin Nurs 2020; 30:44-55. [PMID: 32956547 DOI: 10.1111/jocn.15503] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2020] [Revised: 08/25/2020] [Accepted: 09/06/2020] [Indexed: 12/25/2022]
Abstract
OBJECTIVE To explore primary research evidence reporting the reason for undergraduate nursing students' engagement with social media as an extracurricular activity. BACKGROUND The formal integration of social media into nursing education has been discussed extensively in previous research. The influence of social media on nursing students' learning and class engagement has also been explored. However, despite the growing volume of literature examining the formal use of social media by undergraduate nursing students, a broader perspective on how and why nursing students engage with social media as an extracurricular activity has not yet been explored. DESIGN An integrative review. METHODS A systematic search was performed to find articles published between 2007-2019 using Ovid MEDLINE, Embase, Ovid Emcare and CINAHL Plus databases and the Google Scholar search engine. The review process is reported according to PRISMA. RESULTS Twelve papers met the inclusion criteria, revealing that undergraduate nursing students engaged with social media for many reasons external to their formal curricula. They engaged with social media to keep in touch with others and to entertain themselves, promote learning, find social support, develop a professional nursing identity, share their experiences as nursing students and locate job opportunities. CONCLUSION Undergraduate nursing students engaged with social media for numerous reasons. It supported students in their academic and personal lives by keeping them in touch with people around them. The students used social media to identify with the nursing profession; however, its influence on their professional identity development is yet to be fully explored. RELEVANCE TO CLINICAL PRACTICE Nursing schools should consider the myriad of reasons students engage with social media in order to optimise their professional development. Understanding how nursing students' professional identity develops via social media may be used to help sustain nursing students and support their transition into practice.
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Affiliation(s)
- Muna Alharbi
- Nursing and Midwifery, Monash University, Melbourne, Vic., Australia.,Faculty of Nursing, Umm AlQura University, Makkah, Saudi Arabia
| | - Lisa Kuhn
- Nursing and Midwifery, Monash University, Melbourne, Vic., Australia
| | - Julia Morphet
- Nursing and Midwifery, Monash University, Melbourne, Vic., Australia.,Monash Centre for Scholarship in Health Education, Monash University, Melbourne, Vic., Australia
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Alharbi M, Kuhn L, Morphet J. Undergraduate nursing students' adoption of the professional identity of nursing through social media use: A qualitative descriptive study. NURSE EDUCATION TODAY 2020; 92:104488. [PMID: 32679508 DOI: 10.1016/j.nedt.2020.104488] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/18/2019] [Revised: 03/30/2020] [Accepted: 05/27/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Previous research has addressed nursing course components such as clinical placements that affect students' socialisation processes and the development of their professional identities. Social media is an increasingly important factor that has not yet been explored in-depth in terms of its influence on the development of the professional identity of nursing and is a major gap in our knowledge and understanding of undergraduate nurses' development. OBJECTIVE To understand the influence of social media usage on the development of undergraduate nursing students' professional identity. DESIGN Descriptive qualitative study. SETTING Two universities in Saudi Arabia. PARTICIPANTS Sixteen undergraduate nursing students. METHODS Semi-structured and audio-recorded interviews were undertaken between November 2018 and January 2019. The transcribed data were thematically analysed using NVivo 12. RESULTS Three main themes emerged: Learning about nursing professional identity through social media, adopting the identity of nursing, and students sharing their understanding of nursing professional identity via social media. Students used social media to learn about the nursing profession, and this helped them to develop a sense of belonging to the nursing profession. The students also used social media to share their experiences as nursing students and to enhance society's understanding of the importance of the nursing profession. CONCLUSION Undergraduate nursing students should be encouraged to develop their professional identity through socialisation. Social media can facilitate the socialisation process of undergraduate nursing students by connecting them with members of the nursing community.
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Affiliation(s)
- Muna Alharbi
- Nursing and Midwifery, Monash University, Victoria, Australia; Faculty of Nursing, Umm Al-Qura University, Makkah, Saudi Arabia.
| | - Lisa Kuhn
- Nursing and Midwifery, Monash University, Victoria, Australia
| | - Julia Morphet
- Nursing and Midwifery, Monash University, Victoria, Australia; Monash Centre for Scholarship in Health Education, Monash University, Victoria, Australia
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Anthony D, Alosaimi D, Dyson S, Korsah KA, Saleh M. Development of nurse education in Saudi Arabia, Jordan and Ghana: From undergraduate to doctoral programmes. Nurse Educ Pract 2020; 47:102857. [PMID: 32846338 DOI: 10.1016/j.nepr.2020.102857] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2019] [Revised: 07/28/2020] [Accepted: 08/13/2020] [Indexed: 11/24/2022]
Abstract
Doctoral programmes in nursing have a long history in the US where traditional research based PhDs and more clinically based doctoral programmes are common. In the rest of the world PhDs are better accepted though professional doctorates with a thesis component are common in the UK. In countries with newly established or planned doctoral programmes in nursing the research PhD seems the degree of choice. Here we discuss developments in Jordan, Saudi Arabia and Ghana. This study used official documents, strategic plans, curriculum developments and other documentary evidence from Saudi Arabia, Jordan and Ghana. We compared doctoral programmes and development with other countries by reference to the literature. We offer the example of public health and non-communicable diseases in particular as one area where doctorally trained nurses applying international standards in collaboration internationally may be of benefit.
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