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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
The Contribution of Postprofessional Doctorates to the Career Development of Healthcare Workers: A Scoping Review
Kari S Bernard1, Jerica N Derr, Michelle McMoon
1College of Idaho Doctor of Medical Science Program, 2112 Cleveland Blvd., Caldwell, ID 83605, USA; Tel: 208-459-5343. pakbernie@gmail.com.
Introduction:
Doctorate education and implications for career trajectory for postprofessional healthcare workers like physician assistants/associates (PAs) remain under¬studied.
Purpose:
This scoping review identified findings from existing literature on the contribution of postprofessional doctorate (PPD) degrees to the career development of non-entry-level healthcare workers to inform the con¬temporary emergence of PA-specific doctorate programs in the United States.
Methods:
The research followed the Joanna Briggs Institute methodology and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) extension for scoping reviews. Eligible sources examined career advancement outcomes, curriculum, and terminal projects of PPD degree programs for postprofessional healthcare workers. Empirical studies, literature reviews, and commentaries were included. Multiple relevant databases, Google, and Google Scholar were searched. Citation chaining and hand searching of relevant journals were also completed. Screening and data extraction were conducted using Covidence.
Results:
Among 1,605 sources identified, 24 met eligibility criteria. Most sources examined the Doctor of Nursing Practice and referenced clinical acumen, professional visibility, scholarly capability, leadership readiness, teaching preparation, and self-confidence.
Conclusion:
Findings about PA PPD degrees were limited. Sources exploring other professions demonstrated career development and educational outcomes, making assessment of results challenging. Future research should delineate critical competencies required for doctor¬ate-prepared PAs.
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