Graduate Attributes Acquisition in Nursing and Allied Health Professions Education at the Higher Institute of Health Specialties, Oman: A Multi-Cohort Cross-Sectional Study (2018-2025)

Abstract

Background: Graduate attributes are essential outcomes in higher education, representing key competencies required for workforce readiness. In nursing and allied health professions education, these attributes are critical for preparing graduates to deliver safe, effective, and patient-centered care. This study aimed to assess postgraduate students’ perceptions of graduate attributes acquisition at the Higher Institute of Health Specialties in Oman. Method: A retrospective cross-sectional study was conducted using institutional survey data collected between 2018 and 2025. A total of 435 surveys of postgraduate diploma graduates from nine different specialties were included. Data was collected using a validated structured questionnaire with internal consistency (Cronbach’s alpha = 0.989). Descriptive statistics, one-way analysis of variance, and repeated- measures analysis of variance were employed for data analysis. Results: Students reported high levels of agreement across all graduate attributes, with mean scores ranging from 3.39 to 3.49. Cultural sensitivity showed the highest scores, while research-related competencies were comparatively lower. No statistically significant differences were observed across academic programs (p = 0.424) or cohorts (p = 0.202). Differences across domains were statistically significant (p = 0.020), but the effect size was minimal. Conclusion: The study results indicate that nursing and allied health professions from different postgraduate diploma programs at the Higher Institute of Health Specialties effectively support the consistent development of graduate attributes. However, targeted improvements in research-related competencies are recommended. These results have implications for curriculum development, teaching strategies, and quality assurance.