Research in hybrid coursework nursing Master degrees: A content analysis of university websites
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| Yayımlandı: | Nurse Education in Practice vol. 86 (Jul 2025), p. 104427 |
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| Diğer Yazarlar: | , , , , |
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| Online Erişim: | Citation/Abstract Full Text Full Text - PDF |
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| LEADER | 00000nab a2200000uu 4500 | ||
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| 001 | 3227289998 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1471-5953 | ||
| 022 | |a 1873-5223 | ||
| 024 | 7 | |a 10.1016/j.nepr.2025.104427 |2 doi | |
| 035 | |a 3227289998 | ||
| 045 | 2 | |b d20250701 |b d20250731 | |
| 084 | |a 170342 |2 nlm | ||
| 100 | 1 | |a Copnell, Beverley |u School of Nursing and Midwifery, La Trobe University, Melbourne, Australia | |
| 245 | 1 | |a Research in hybrid coursework nursing Master degrees: A content analysis of university websites | |
| 260 | |b Elsevier Limited |c Jul 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Aim To map the research project component of nursing hybrid Master degrees in Australia and New Zealand, as documented in university websites. Background Master degrees are completed by many nurses internationally. These degrees take many formats, one of which combines coursework and research. Little is known about the components, structures and intended outcomes of the research project component of these hybrid Master degrees. Methods Websites of members of the Council of Deans of Nursing and Midwifery of Australia and New Zealand were systematically searched for details of the research project components of hybrid Master degrees. All content was downloaded and hyperlinks searched for information about the research component. A preset template was used to guide the extraction of the website content related to the structure and components of the research pathways. Descriptive statistics and content analysis were used to generate the findings. Results Twenty-seven university websites contained content of hybrid nursing Master degrees. The volume and format of the website information varied greatly. There was variation in the proportion of the research component in the degree (range 8 %-50 %; median 33.3 %), the type of research undertaken (primary, secondary or both), the final output (thesis, report or manuscript) and its size (range 2000–25,000 words). Learning outcomes (n = 178), where included, varied in focus and content. Conclusion Findings indicate the research pathway components of hybrid nursing master degrees across Australasia vary widely. Information provided on many university websites was insufficient for nurses to confidently choose a program that would align with their career goals. | |
| 651 | 4 | |a Australia | |
| 651 | 4 | |a New Zealand | |
| 653 | |a Students | ||
| 653 | |a Websites | ||
| 653 | |a Midwifery | ||
| 653 | |a Colleges & universities | ||
| 653 | |a Nurse practitioners | ||
| 653 | |a Content analysis | ||
| 653 | |a Components | ||
| 653 | |a Psychiatric-mental health nursing | ||
| 653 | |a Nursing education | ||
| 653 | |a Extraction | ||
| 653 | |a Qualifications | ||
| 653 | |a Clinical medicine | ||
| 653 | |a Nursing | ||
| 653 | |a Registration | ||
| 653 | |a Employers | ||
| 653 | |a Health care industry | ||
| 653 | |a Nurses | ||
| 653 | |a Deans | ||
| 653 | |a Research methodology | ||
| 653 | |a Councils | ||
| 653 | |a Educational objectives | ||
| 653 | |a Evidence-based nursing | ||
| 653 | |a Career advancement | ||
| 653 | |a Research | ||
| 653 | |a Occupational aspiration | ||
| 653 | |a Information | ||
| 653 | |a Learning outcomes | ||
| 653 | |a Statistics | ||
| 653 | |a Manuscripts | ||
| 653 | |a Careers | ||
| 653 | |a Educational Research | ||
| 653 | |a Leadership Role | ||
| 653 | |a Job Skills | ||
| 653 | |a Check Lists | ||
| 653 | |a Information Seeking | ||
| 653 | |a Evidence Based Practice | ||
| 653 | |a Program Content | ||
| 653 | |a Allied Health Occupations Education | ||
| 653 | |a Obstetrics | ||
| 653 | |a National Standards | ||
| 653 | |a Educational Quality | ||
| 653 | |a Research Projects | ||
| 653 | |a Competence | ||
| 653 | |a Expectation | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Academic Standards | ||
| 653 | |a Masters Programs | ||
| 700 | 1 | |a Nelson, Katherine |u School of Nursing and Midwifery, La Trobe University, Melbourne, Australia; School of Nursing, Midwifery, and Health Practice, Victoria University of Wellington, Wellington, New Zealand | |
| 700 | 1 | |a Moss, Cheryle |u School of Nursing and Midwifery, La Trobe University, Melbourne, Australia; Nursing and Midwifery, Monash University, Melbourne, Australia | |
| 700 | 1 | |a Malik, Gulzar |u School of Nursing and Midwifery, La Trobe University, Melbourne, Australia | |
| 700 | 1 | |a Duncan, Rachael |u School of Nursing and Midwifery, La Trobe University, Melbourne, Australia | |
| 700 | 1 | |a Cardwell, Rachel |u School of Nursing and Midwifery, La Trobe University, Melbourne, Australia | |
| 773 | 0 | |t Nurse Education in Practice |g vol. 86 (Jul 2025), p. 104427 | |
| 786 | 0 | |d ProQuest |t Sociology Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3227289998/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
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| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3227289998/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |