Reasons for application and expectations from a post-registration degree: Views of Omani nurses and their managers

Dianne Sheryl Watkins, Jane Louise Ryan


Introduction: A BSc in Nursing Studies for qualified nurses has been delivered in Oman by Cardiff University since 2009. Research was undertaken to explore why Omani nurses applied and expectations from the programme. It also investigated managers’ reasons for sending nurses on the degree and their expectation of nurses on completion.

Design: A longitudinal qualitative research study followed nurses in 2 cohorts (N = 27 + 30) and a selection of their managers (N = 20). Data collection took place at various sites throughout Oman.

Methods: Focus groups were undertaken with all nurses who embarked on the programme. Semi structured interviews took place with a random selection of ten nurses and their managers from each cohort (N = 20 nurses/20 nurse managers) 6 months after the course had completed. Thematic analysis was undertaken using a template developed from data.

Results: Nurses’ reasons for application included easy access to a degree in Oman; career aspiration and progression; knowledge and skill acquisition; self-growth; gain a qualification and prepare for postgraduate study. They expected to learn skills of English language, critical analysis and application of evidence to practice. Managers sent nurses to enhance personal and professional development; change practice; improve quality of patient care and develop nursing as a profession in Oman.

Conclusion: The delivery of a degree by a UK institution taught in English at an institution abroad has advantages. It increases accessibility; maintains family and social network connections; offers familiarity with cultural norms; and facilitates entry into the academic world of English written literature. These factors facilitate nurses’ developing skills and knowledge to underpin practice and the profession with evidence; highlighting the benefits of transnational programmes.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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