Professional doctorates for nurses: mapping provision and perceptions

Ellis, Lorraine

doi:10.1111/j.1365-2648.2005.03410.x

Cited by 28 publications

(20 citation statements)

References 13 publications

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“…Quality in this context is defined as the faculty credentials, research and publication records, grant success and supervision completions (Kim, McKenna, and Ketefian 2006). Quality management, however, is challenging when staff shortages, aging workforce and inexperienced faculty are considered (Ellis 2005;Minnick et al 2010). This said, faculty undoubtedly influences student success.…”

Section: Faculty Issuesmentioning

confidence: 99%

Postgraduate research supervision: a critical review of current practice

McCallin

Nayar

2012

Teaching in Higher Education

198

152

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Changes in the funding and delivery of research programmes at the university level have, in recent years, resulted in significant changes to research supervision. This paper critically reviews key influences effecting postgraduate supervision. Analysis draws on literature spanning 2000Á2010 to determine the appropriateness of traditional models of postgraduate research curricula and supervision for the New Zealand context. Influences discussed include the research context, faculty issues, supervision pedagogy and models of supervision. Each area is analysed for strengths and challenges and contribution to the knowledge economy. From this review, the authors propose strategies for the development of postgraduate research supervision: faculty development, including supervisor education, and formalised research training for students.

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Section: Faculty Issuesmentioning

confidence: 99%

Postgraduate research supervision: a critical review of current practice

McCallin

Nayar

2012

Teaching in Higher Education

198

152

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“…Baldwin also described a high level of pride, admiration and respect among the students towards this degree, contradictory to previous postulations that the DNP would be a "quick-fix" PhD or at some level perceived to be below the PhD in academic status (Beckstead, 2010;Ellis, 2005;Ellis, 2007;Meleis et al, 2005). Baldwin's study, conducted in London, England, will provide a comparison for this researcher's findings, potential similarities may enhance discussion and unique differences may be contrasted to further add to the body of knowledge surrounding this new topic.…”

Section: The Dnp: Student Experiencesmentioning

confidence: 58%

The DNP: A Descriptive Study of Student Experiences and Factors Contributing to Pursuing this Degree

Neilson

2014

Preprint

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Since 2004 discourse pertaining to a terminal clinical degree in nursing has increased nationally, however few articles were found that discussed why advanced practice registered nurses (APRNs) were choosing to pursue this degree, and their lived experiences while doing so. This descriptive, qualitative research study aimed to identify contributing factors in the decision to pursue the DNP degree, and to explore the experiences of DNP student experiences. Rogers' theory of diffusion of innovations (2003) guided the study. Snowball recruitment led to seven participants from who data was collected using email conversations. Five major themes were identified: (1) personal development, (2) achieving personal goals, (3) professional advancement, (4) program attibutes and (5) relationship with others. Implications exist for the nurse contemplating this degree, for faculty who educate APRNs, and for program directors as they structure learning environments and recruit new enrollees. Recommendations include the clarification of the DNP role in the delivery of healthcare services, to identify why so few of the respondents intend to use this degree in clinical practice, and for future research into how online nursing programs can use technology to effectively teach DNPs.

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“…Or, will the international occupational therapy profession have an open, inclusive, comprehensive forum to discuss the OTD issue and then make an informed decision? Ellis (2004) noted that there continues to be a lack of clarity regarding the clinical doctorate pathways that health care professionals may opt for. "It may be that for some professions, the professional doctoral degree will be the entry-level degree; for others (e.g., nursing and occupational therapy), the doctoral degree may the terminal practice degree or the entry-level degree for advanced practice" (Royeen & Lavin, 2007, p. 103).…”

Section: International Implications If the Entry-level Otd Is Mandatementioning

confidence: 99%

The Entry-Level Occupational Therapy Clinical Doctorate: Advantages, Challenges, and International Issues to Consider

Brown

Crabtree

et al. 2015

Occupational Therapy In Health Care

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Internationally, occupational therapy education has gone through several paradigm shifts during the last few decades, moving from certificate to diploma to bachelors to masters and now in some instances to clinical doctorate as the entry-level professional credential to practice. In the United States there is a recommendation under consideration by the American Occupational Therapy Association (AOTA) that by 2025, all occupational therapy university programs will move to the clinical doctorate level. It should be noted, however, that the AOTA Board can only make recommendations and it is the Accreditation Council for Occupational Therapy Education (ACOTE) who has regulatory authority to approve such a change. What are the potential implications for the profession, our clients, and funders of occupational therapy services? What are the primary drivers for the move towards the clinical doctorate being the educational entry point? Is the next step in the evolution of occupational therapy education globally a shift to the entry-level clinical doctorate? This article reviews current literature and discusses issues about the occupational therapy entry-level clinical doctorate. The published evidence available about the occupational therapy entry-level clinical doctorate is summarized and the perceived or frequently cited pros and cons of moving to the clinical doctorate as the singular entry point to occupational therapy practice are considered. The potential impacts of the introduction of the clinical doctorate as the entry-to-practice qualification across the United States on the occupational therapy community internationally will be briefly discussed. If the United States moves toward the entry-level clinical doctorate as the only educational starting point for the profession, will other jurisdictions follow suit? Further discourse and investigation of this issue both inside and outside of the United States is needed so that informed decisions can be made.

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Professional doctorates for nurses: mapping provision and perceptions

Cited by 28 publications

References 13 publications

Postgraduate research supervision: a critical review of current practice

Postgraduate research supervision: a critical review of current practice

The DNP: A Descriptive Study of Student Experiences and Factors Contributing to Pursuing this Degree

The Entry-Level Occupational Therapy Clinical Doctorate: Advantages, Challenges, and International Issues to Consider

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