Constructing Doctoral Leadership Scholarly Role Boundaries Through Intraprofessional Nursing Education
Abstract
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...
Paper Details
Title
Constructing Doctoral Leadership Scholarly Role Boundaries Through Intraprofessional Nursing Education
Published Date
Apr 1, 2020
Journal
Volume
43
Issue
4
Pages
360 - 374
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History