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Kirkman S, Thompson DR, Watson R, et al. Are all doctorates equal or are some "more equal than others"? An examination of which ones should be offered by schools of nursing. Nurse Educ Pract. 2006;7(2):61-6doi: 10.1016/j.nepr.2006.06.006.
Kirkman, S., Thompson, D. R., Watson, R., & Stewart, S. (2007). Are all doctorates equal or are some "more equal than others"? An examination of which ones should be offered by schools of nursing. Nurse education in practice, 7(2), 61-6. https://doi.org/10.1016/j.nepr.2006.06.006
Kirkman, Sandy, et al. "Are all doctorates equal or are some "more equal than others"? An examination of which ones should be offered by schools of nursing." Nurse education in practice vol. 7,2 (2007): 61-6. doi: https://doi.org/10.1016/j.nepr.2006.06.006
Kirkman S, Thompson DR, Watson R, Stewart S. Are all doctorates equal or are some "more equal than others"? An examination of which ones should be offered by schools of nursing. Nurse Educ Pract. 2007 Mar;7(2):61-6. doi: 10.1016/j.nepr.2006.06.006. Epub 2006 Aug 21. PMID: 17689425.
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Nurse Educ Pract. 2007 Mar;7(2):61-6. doi: 10.1016/j.nepr.2006.06.006. Epub 2006 Aug 21.

Are all doctorates equal or are some "more equal than others"? An examination of which ones should be offered by schools of nursing.

Nurse education in practice

Sandy Kirkman, David R Thompson, Roger Watson, Simon Stewart

Affiliations

  1. School of Care Sciences, University of Glamorgan, Pontypridd, UK.

PMID: 17689425 DOI: 10.1016/j.nepr.2006.06.006

Abstract

This paper examines the typical and varying routes to doctoral degrees in the UK and other developed countries. It raises the important question of whether university schools of nursing should offer a whole range of options with the potential for sub-optimal higher degree training and therefore "mediocre" academics, or resist the "path of least resistance" and offer more limited pathways that ensure that only the highest quality training and candidates are associated with what should be the pinnacle of the profession. As such, it seeks to clarify which of the commonly offered routes to doctoral degrees might be most suited to the academic integrity and value of the profession to our patients and the health care system.

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