A contextual and logical analysis of the clinical doctorate for health practitioners: Dilemma, delusion, or de facto?

Journal of Allied Health

Volumn 36, Issue 2, 2007, Pages 101-106

  Royeen, Charlotte ^a,b   Lavin, Mary Ann ^c  

^a Doisy College of Health Sciences   (United States)

^b Occupational Therapy and Occupational Sciences ^*  (United States)

^c SAINT LOUIS UNIVERSITY SCHOOL OF MEDICINE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ACADEMIC ACHIEVEMENT; CLINICAL COMPETENCE; CURRICULUM; ECONOMICS; EDUCATION; HEALTH PERSONNEL ATTITUDE; HUMAN; NURSING EDUCATION; OCCUPATION; ORGANIZATION AND MANAGEMENT; REVIEW; STANDARD; UNITED STATES;

ALLIED HEALTH OCCUPATIONS; ATTITUDE OF HEALTH PERSONNEL; CLINICAL COMPETENCE; COMPETENCY-BASED EDUCATION; CURRICULUM; EDUCATION, GRADUATE; EDUCATION, NURSING, GRADUATE; HUMANS; INTERNSHIP, NONMEDICAL; UNITED STATES;

EID: 34447278127     PISSN: 00907421     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (24)

1. Clement DB: Impact of the clinical doctorate from an allied health perspective. AANA J 2005; 50:24-28.
2. AACN talking points in response to the AMA's Resolution 211 (need to expose and counter nurse doctoral programs misrepresentation). American Association of Colleges of Nursing, June 22, 2004. Available at: http://www.aacn.nche.edu/dnp/pdf/amatalkingpoints. pdf. Accessed June 23, 2006.
3. Fowler D, Martin R, Spence L: The clinical laboratory practitioner. Clin Lab Sci 2005; 18:199-202.
4. Dehn RW, Jones PE: Physician assistant education: will we meet the need? Perspect Physician Assistant Educ 2005; 16:33-36.
5. Society of Nuclear Medicine: The Society of Nuclear Medicine Technologist Section (SNMTS) proposes baccalaureate degree become the standard for entry level nuclear medicine technologists by 2015. Available at: http://interactive. snm.org/index.cfm? PageID=4715&RPID=10. Accessed July 6, 2006.
6. Pierce D, Peyton C: A historical cross-disciplinary perspective on the professional doctorate in occupational therapy. Am J Occup Ther 1998; 53:64-71.
7. University of Pittsburgh School of Nursing: Doctoral program: purposes and objectives. Available at: http://www.pitt.edu/∼nursing/academicprograms/ doctoral_information.html. Accessed July 5, 2006.
8. Yox S: Clinical doctorate in nursing: a newsmaker interview With Mary O'Neil Mundinger, DrPH. Medscape Medical News. March 22, 2005. Available at: http://www.medscape.com/viewarticle/501769. Accessed July 5, 2006.
9. The Association of Graduate Schools in the Association of American Universities and the Council of Graduate Schools in the United States: The Doctor's Degree in Professional Fields. Washington, DC: Council of Graduate Studies; 1966.
10. Ellis L: Professional doctorates for nurses: mapping provision and perceptions. J Adv Nurs 2004; 50:440-448.
11. Royeen CB, Stohs S: Should the clinical doctorate degree be the standard of entry into the practice of occupational therapy? Innovations Occup Ther Educ 1999; 1:171-177.
12. Bloom SW: Structure and ideology in medical education: an analysis of resistance to change. J Health Soc Beh 1988; 29:294-306.
13. Huurre T, Aro H, Rahkonen O, et al: Health, lifestyle, family and school factors in adolescence: predicting adult education level. Educ Res 2006; 48:41-53.
14. Clawson DK: Challenges and opportunities of racial diversity in medical education. Clin Orthop 1999; 362:34-39.
15. Testoff A, Aranoff R: The health careers opportunity program: one influence on increasing the number of minority students in schools of health professions. Public Health Rep 1983; 98:284-291.
16. Sperhac AM, Clinton R: Facts and fallacies: the practice doctorate. Pediatr Health Care 2004; 18:292-296.
17. Scarbecz M, Ross JA: Gender differences in first-year students' motivation to attend medical school. J Dent Educ 2002; 66:952-961.
18. Van der Reis L: Causes and effects of a changed gender ratio in medicine. Med Teach 2004; 26:506-509.
19. Friedman B, Jiang HJ, Elixhauser A, et al: Hospital inpatient costs for adults with multiple chronic conditions. Med Care Res Rev 2006; 63:327-346.
20. Cartwright CA, Reed DK: Policy and planning perspectives for the Doctorate in nursing practice: an education perspective. Online J Issues Nurs 2005; 10(3).
21. Threlkeld AJ, Jensen G, Royeen CB: The clinical doctorate: a framework for analysis in physical therapist education. Phys Ther 1999; 79:567-581.
22. Manathunga C, Smith C, Bath D: Developing and evaluating authentic integration between research and coursework in professional doctorate program. Teaching Higher Educ 2004; 9:235-246.
23. Morely C, Priest J: RMIT reflects on its Doctor of Business Administration program. In: Maxwell T, Shanahan P, eds. Professional Doctorates: Innovation in Teaching and Research. Armidale: Faculty of Education, Health and Professional Studies, the University of New England; 1998: pp 23-26.
24. Forni PR: Models for doctoral programs: first professional degree or terminal degree. Nurs Health Care 1989; 10:429-434.