Constructing Doctoral Leadership Scholarly Role Boundaries Through Intraprofessional Nursing Education

• Autores: Jessica Davis, Lisa Liggett, Peggy Jenkins, Jacqueline Jones, Alexis Koutlas, Suzanne Courtwright
• Localización: Advances in Nursing Science, ISSN 0161-9268, Vol. 43, Nº 4, 2020, págs. 360-374
• Idioma: inglés
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• Resumen

  • We conducted an intraprofessional education pilot in which students created DNP/PhD leadership parameters through naturalistic classroom experience. Agile, participatory, action research methodology framed a project spanning 3 semesters. Students' multiple ways of knowing influenced a dynamic cycle of noticing, interpreting, acting, and reflecting. Faculty revised course content “in the moment” to meet unique student needs. Researchers analyzed data using qualitative, interpretive descriptive approach. Four key themes interpreted from intraprofessional education included (1) persistent evolutionary progression toward doctoral collaboration, (2) accelerating uptake of research- into-practice continuum, (3) intentional convergent/divergent curriculum, and (4) mutuality of leadership parameters.