Can the Dissertation in Practice Bridge the Researcher-Practitioner Gap? The Education Professional Practice Doctorate and the Impact of the Carnegie Project on the Education Doctorate Consortium

2014 ◽  
Vol 35 (3) ◽  
pp. 324-347 ◽  
Author(s):  
Valerie A. Storey ◽  
Kristina A. Hesbol
Keyword(s):  
Professional Practice ◽  
Education Doctorate ◽  
Education Professional ◽  
Practice Doctorate ◽  
The Impact

scholarly journals Community-Engaged Faculty: A Must for Preparing Impactful Ed.D. Graduates

2016 ◽  
Vol 27 (2) ◽  
pp. 59-73 ◽  
Author(s):  
Deborah Peterson ◽  
Jill Alexa Perry ◽  
Lina Dostilio ◽  
Debby Zambo
Keyword(s):  
Community Engagement ◽  
Doctoral Students ◽  
Professional Practice ◽  
Faculty Members ◽  
Institutional Policies ◽  
Education Doctorate ◽  
Academic Environments ◽  
Problems Of Practice ◽  
Practice Doctorate ◽  
Traditional Roles

Since its inception nine years ago, CPED members have re-envisioned and implemented a new purpose for the professional practice doctorate in education, or Ed.D. This new purpose is grounded in the goal of preparing doctoral students to serve as scholarly practitioners, those who engage community as stakeholders in the process of improving problems of practice. Forming practitioners to be leaders in their communities under the CPED framework requires faculty who look beyond traditional roles by embEd.D.ing themselves in communities to work alongside practitioners working to transform their communities. Unfortunately, at many institutions, community-engagement is considered counter-normative to the traditional interpretation of research, teaching, and service, though it need not be. This paper will discuss the implications of CPED's community-engagement principle for Ed.D. programs, institutional policies, and academic environments in which community-engaged faculty do their work and the importance of these faculty members in the design of the Education Doctorate.

scholarly journals Is the perceived impact of disciplinary procedures on medical doctors’ professional practice associated with working in an open culture and feeling supported? A questionnaire among medical doctors in the Netherlands who have been disciplined

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e036922
Author(s):  
Berber S Laarman ◽  
Renée J R Bouwman ◽  
Anke J E de Veer ◽  
Roland D Friele
Keyword(s):  
Professional Practice ◽  
Negative Impact ◽  
Working Environment ◽  
Perceived Support ◽  
Medical Doctors ◽  
Safe Environment ◽  
Item Questionnaire ◽  
Disciplinary Procedures ◽  
Perceived Impact ◽  
The Impact

IntroductionDisciplinary procedures can have a negative impact on the professional functioning of medical doctors. In this questionnaire study, doctors’ experience with open culture and support during a disciplinary procedure is studied to determine whether open culture and support are associated with perceived changes in the professional practice of doctors.MethodsAll doctors who received a warning or a reprimand from the Dutch Medical Disciplinary Board between July 2012 and August 2016 were invited to fill in a 60-item questionnaire concerning open culture, perceived support during the disciplinary procedure and the impact of the procedure on professional functioning as reported by doctors themselves. The response rate was 43% (n=294).ResultsA majority of doctors perceive their work environment as a safe environment in which to talk about and report incidents (71.2% agreed). Respondents felt supported by a lawyer or legal representative and colleagues (92.8% and 89.2%, respectively). The disciplinary procedure had effects on professional practice. Legal support and support from a professional confidant and a professional association were associated with fewer perceived changes to professional practice.ConclusionOur study shows that doctors who had been disciplined perceive their working environment as open. Doctors felt supported by lawyers and/or legal representatives and colleagues. Legal support was associated with less of a perceived impact on doctors’ professional practice.

scholarly journals FORMAÇÃO DO ENFERMEIRO: POLÍTICAS PÚBLICAS NA ATENÇÃO ONCOLÓGICA

2018 ◽  
Vol 9 (3) ◽  
Author(s):  
Andresa Mendonça Oliveira ◽  
Katia Stancato ◽  
Eliete Maria Silva
Keyword(s):  
Public Policy ◽  
Nursing Education ◽  
Professional Practice ◽  
Policy Development ◽  
Positive Impact ◽  
National Policy ◽  
Cancer Control ◽  
Nurse Training ◽  
The Public ◽  
The Impact

Objetivo: Refletir teoricamente sobre a Política Nacional (brasileira) para Prevenção e Controle do Câncer na Rede de Atenção à Saúde das Pessoas com Doenças Crônicas e articulações na formação do enfermeiro e na prática profissional. Metodologia: Reflexão teórica, por meio de questionamentos das pesquisadoras, discussões em grupo e busca na literatura. Resultados: Os trabalhadores que atuam no cuidado ao paciente oncológico possuem papel essencial na efetivação dessa política. Porém, para que sejam implementadas, é necessário que seus princípios estabelecidos façam sentido na formação e nas práticas profissionais. Conclusão: O ensino reflexivo sobre essa política na formação do enfermeiro contribui para melhorias em sua prática, assim como, práticas reflexivas e melhor qualificadas certamente impactam positivamente na formação profissional. O desenvolvimento de políticas públicas com ênfase nas demandas da população pressupõe articulação teórica e prática e transformações sociais.Descritores: Educação Superior; Educação em enfermagem; Políticas públicas de saúde; Prática profissional; Enfermagem Oncológica.NURSING EDUCATION : PUBLIC POLICY AT ONCOLOGI C ATTENTIONObjective: Reflect theoretically about the Public Policies on the Oncological Care, especially the National Policy(Brazilian) for Prevention and Cancer Control in Health Care Network of People with Chronic Diseases and the impact on nurse training and professional practice. Methodology: Theoretical speculation by means of interviews with researchers, group discussions and literature research. Results: Caregivers of oncological patients have an essential role on the effecting this Policy. However, in order to implement this policy, it is necessary that its established principles make sense for nursing education and professional practices. Conclusion: The reflective teaching about this policy in the formation of nurses contributes to improve its practice, as reflective and better qualified practices certainly have a positive impact on vocational education. The public policy development with emphasis on population demands assumes theoretical and practical articulation and social transformations.Descriptors: Education Higher; Education; Nursing; Public Health Policy; Professional Practice; Oncology Nursing.EDUCACIÓN EN ENFERMERÍA: POLÍTICA PÚBLICA EN ATEN CIÓN ONCOLÓGICAObjetivo: reflexionar teóricamente sobre las políticas públicas para atención oncológica, especialmente para la Política Nacional (brasileña) para Prevención y Control del Cáncer en la Red de Salud de Personas con Enfermedades Crónicas e articulaciones en la formación de enfermeras y en la práctica profesional. Metodología: Reflexión teórica por medio de cuestionamientos de los pesquisidores, discusiones en grupo y pesquisa en la literatura. Resultados: Los cuidadores de enfermos oncológicos tienen un papel esencial en la implementación de políticas. Sin embargo, para funcionar, es necesario que sus principios hagan sentido en la formación y en las prácticas profesionales. Conclusión: La enseñanza reflexiva sobre la política en la formación de enfermeros contribuye para mejoras en su práctica, como tal, prácticas reflexivas y más calificadas, sin duda, causan impacto positivo en las prácticas de formación profesional. El desarrollo de las políticas públicas con énfasis en las demandas de la población presupone la articulación teórica y práctica y la transformación social.Descriptores: Educación Superior; Educación en Enfermería; Políticas Públicas de Salud; Práctica Profesional; Enfermería Oncológica.

scholarly journals International Perspectives on Designing Professional Practice Doctorates Book Review

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Jacqueline Hawkins
Keyword(s):  
Professional Practice ◽  
Global Perspective ◽  
Design Work ◽  
Education Doctorate ◽  
Future Design ◽  
International Perspectives

This review demonstrates how Dr. Valerie Storey and her colleagues have helped to enlighten the activities of CPED member institutions by providing a global perspective on the EdD.  Discussion links the various facets of the book to historical, structural, operational, and evaluative aspects of our future design work.  Takeaways from the review are provided for those of us who are leading the reclamation and transformation of the education doctorate.

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