Trends in Doctoral Education Among Healthcare Professions: An Integrative Research Review

2015 ◽  
Vol 10 (1) ◽  
pp. 47-56 ◽  
Author(s):  
Jeff G. Seegmiller ◽  
Alan Nasypany ◽  
Leamor Kahanov ◽  
Jennifer A. Seegmiller ◽  
Russell Baker
Keyword(s):  
Health Care ◽  
Doctoral Education ◽  
Research Training ◽  
Medical Model ◽  
Health Professions ◽  
The United States ◽  
Original Research ◽  
Advanced Practice ◽  
Health Care Professions ◽  
Entry Level

ContextEvidence suggests widespread adoption of the entry-level doctorate among health professions, although little is known about how these changes have impacted associated professions and influenced education, collaborative practice, professional advancement, or professional salaries.ObjectiveThreefold: (1) What doctoral education models are currently utilized among health care professional education programs in the United States? (2) How do entry-level clinical doctorates in health care professions impact research training and productivity? (3) How do clinical doctorates among health professions influence practice opportunities and salary?DesignData were extracted from various sources including professional organizations, accrediting body Web sites, and the US Department of Labor database. Full-text articles published in English between the years 2001–2011 were extracted from a search of 38 databases in the University of Washington libraries. The remaining article abstracts were reviewed for compatibility with our research questions. Data were extracted using a standardized rubric and coded according to emergent themes.ResultsTwo-thirds of 14 examined health professions (n = 10) followed the medical model of postbaccalaureate entry-to-practice professional doctoral education. Less than a third (n = 4) of surveyed professions reserved doctoral-level education for advanced practice, and 1 profession maintains both entry-level and advanced practice doctorates. Only 4 of the 14 clinical doctoral degrees required completion of an original research project. Entry-level clinical doctorates may provide insufficient specialty training, necessitating further training after graduation.ConclusionsMost health care professions follow the medical model for professional preparation, though at reduced intensity with fewer clinical hours than physician training. Clinical doctorates are perceived to increase professional opportunities and are associated with higher salaries and doctoral education among health care professions has become the new educational standard, though research training, research productivity, diversity, and professional debt burden have been negatively impacted by this trend.

Transforming Education in Health Care Administration and Opticianry

2015 ◽  
pp. 312-325
Author(s):  
Warren G. McDonald
Keyword(s):  
Health Care ◽  
Care Delivery ◽  
Health Care Administration ◽  
Health Professions ◽  
Educational Process ◽  
Technological Evolution ◽  
Health Administration ◽  
Ample Evidence ◽  
Health Care Professions ◽  
History Of

Health care administration and opticianry are both health care professions, but moving in different directions and both in need of transformation. Opticianry, once a time-honored endeavor, is now floundering to find a direction for the future, while health administration has flourished and has a very bright future in the changing face of health care delivery. This chapter provides background and insights into the history of both fields and some of the recent changes in technology that have affected them that necessitates transforming the way future students are educated and trained. A review of the current literature of both fields provides ample evidence of the need for transforming curricula as technology and health professions continue to rapidly evolve. This technological evolution demands transformation of the educational process.

scholarly journals State Occupational and Physical Therapy Telehealth Laws and Regulations: A 50-State Survey

2018 ◽  
Vol 10 (2) ◽  
pp. 3-54 ◽  
Author(s):  
Randal Trey Bierman ◽  
Mei Wa Kwong ◽  
Christine Calouro
Keyword(s):  
Health Care ◽  
Health Policy ◽  
Physical Therapy ◽  
Occupational Therapy ◽  
Health Professions ◽  
Health Care Professions ◽  
Connected Health ◽  
Current State ◽  
Occupational And Physical Therapy ◽  
Multiple Health

The Center for Connected Health Policy conducted a scan of current state policy affecting occupational therapy (OT) and physical therapy (PT) practice, supervision, and additional requirements for using telehealth. While most states have established telehealth policies for other health care professions, this 50-state scan shows that many states made some reference to telehealth practice for OT (37 states) and PT (40 states). The states that adopted these policies also tended to adopt them in either law or regulation, but not both, and showed no discernable patterns favoring either. Additionally, eight states included OT and PT within telehealth laws that concurrently apply to multiple health professions. More commonly, states enacted policy within laws or regulations specific to OT and PT. Most policies including limitations on telehealth practice for OT and PT did not appear to create requirements that are more restrictive than what is generally seen in telehealth across all states.

The Value of Nursing Certification: Revisited and Reinforced

2017 ◽  
Vol 22 (3) ◽  
pp. 131-134 ◽  
Author(s):  
Joyce J. Fitzpatrick
Keyword(s):  
United States ◽  
Health Care ◽  
Registered Nurses ◽  
Patient Outcomes ◽  
The United States ◽  
Nursing Workforce ◽  
Review Of Literature ◽  
Health Care Professions ◽  
Specialty Certification ◽  
Nursing Certification

Abstract Background: Nursing is the largest health care profession in the United States, and as such employment and professional development trends for this group are instructive. A significant ratio of individuals holding the vascular access-board certified credential are registered nurses. A large portion of the nursing workforce holds specialty certification, but this process is mainly voluntary and heavily dependent on the motivation of individual nurses. Certification rates among registered nurses lag behind other health care professions such as medicine. Review of Literature: A summary of recent research centered on nursing certification is presented and divided into 3 major categories: value of certification perceived by nurses, traits associated with certification, and relationship between nursing certification and patient outcomes. Conclusions: Although there are many studies available on nursing certification, additional work in the field is needed to promote and show benefits of specialty nursing certifications.

Professional Involvement: Requirements as Students and Trends After Certification

2014 ◽  
Vol 9 (1) ◽  
pp. 12-21
Author(s):  
Jennifer N. Lancaster ◽  
Bettye Myers ◽  
David L. Nichols ◽  
Kerry S. Webb
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
The United States ◽  
Online Surveys ◽  
Discussion Section ◽  
Professional Involvement ◽  
Entry Level ◽  
Professional Activities ◽  
The Difference ◽  
Board Of Certification

Context The field of athletic training needs young engaged professionals for continued progress in allied health care. Academic and clinical requirements during the entry-level education could potentially impact the decisions and directions these students choose to pursue as young professionals. Objective To determine the difference in professional involvement of athletic trainers (ATs) based upon their participation in professional activities while completing their entry-level athletic training program (ATP). Design Online surveys to determine ATP requirements of students and to determine the involvement of ATs in 5 professional activities after their certification by the Board of Certification. Perception questions were also included. Patients or Other Participants Included 120 ATs from across the United States. All AT participants graduated within the 2004–2005 academic year and obtained certification in 2005. Data Collection and Analysis Online surveys were administered through PsychData. The McNemar test was used to determine changes in participation levels of participants as students and as professionals. Frequency of yes/no responses was used to present perceptions, and participants' comments were included in the discussion section. Results Student participation in community service, mentoring other students, and submitting presentation proposals did influence participation in these activities as a professional. However, professional involvement was not influenced by student membership in organizations, research, or mentoring by a health care professional. Conclusions Participation in some professional activities as students should be encouraged or required in order to promote continued participation in these activities when the students become athletic training professionals.

Empowerment of Advanced Practice Nurses: Regulation Reform Needed to Increase Access to Care

1993 ◽  
Vol 21 (2) ◽  
pp. 193-205 ◽  
Author(s):  
Antoinette DeBois Inglis ◽  
Diane K. Kjervik
Keyword(s):  
Health Care ◽  
Health Care System ◽  
Gross National Product ◽  
Advanced Practice Nurses ◽  
The United States ◽  
Infant Mortality Rate ◽  
Advanced Practice ◽  
Major Health ◽  
Practice Nurses ◽  
Care System

As the millennium approaches, the United States is on the verge of major health care reform. While swallowing scarce national resources, our health care system produces unenviable results and major inconsistencies. In 1992, $838.5 billion were spent on health care, biting more than 14 percent out of our gross national product. From 35 to 37 million Americans, or approximately 14 percent of the populationn, are uninsured. Our health care system is inherently inconsistent: We have the highest birthweight-specific survival rate of any country in the world, yet we rank 19th worldwide in infant mortality rate, i.e., state-of-the-art medical technology allows us to save a 500-gram infant, yet the mother of that infant may not have had access to basic, minimal prenatal care.

scholarly journals A critical examination of developments in nursing doctoral education in the United States

2015 ◽  
Vol 23 (3) ◽  
pp. 363-371 ◽  
Author(s):  
Shaké Ketefian ◽  
Richard W. Redman
Keyword(s):  
United States ◽  
Nursing Education ◽  
Doctoral Education ◽  
The United States ◽  
Critical Examination ◽  
Advanced Practice ◽  
Graduate Nursing

Graduate nursing education in the United States is undergoing major transformations, as a result of factors both within nursing and in the larger society.OBJECTIVE: In this paper the authors examine the trends and factors that are influencing the changes, especially in doctoral education, for both nurse scientist and advanced practice preparation.CONCLUSION: The paper provides a background that serves as context, it gives an overview of the PhD and the DNP degrees, focusing on the recent changes and identifying the most compelling issues and concerns, ending with a series of recommendations.

scholarly journals Positive and Negative Factors That Influence Health Care Faculty Intent to Engage in Interprofessional Education (IPE)

Healthcare ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 29 ◽  
Author(s):  
Maria Olenick ◽  
Monica Flowers ◽  
Teresa Muñecas ◽  
Tatayana Maltseva
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Response Rate ◽  
The United States ◽  
The Body ◽  
Health Care Education ◽  
Health Care Teams ◽  
Health Care Professions ◽  
Body Of Knowledge ◽  
Negative Factors

Background: This study explored the positive and negative factors that influence interprofessional education (IPE) implementation in health care education programs across the United States. Methods: The study sample consisted of 439 (response rate 8.4%) health care faculties from seven health care professions (nursing, medicine, pharmacy, physical therapy, occupational therapy, physician assistant, and social work) who were asked what the positive and negative factors are that influence their decisions to engage in IPE. Results: Three positive categories and two negative categories concerning factors that influence health care faculty (HCF) intent to engage in IPE emerged. The three major categories of positive factors emerged as patient care, which was mentioned by 196 subjects or 54% of the sample, student learning, which was mentioned by 157 subjects or 43% of the sample, and health care teams, which was mentioned by 88 subjects or 24% of the sample. The two major categories of negative factors emerged as scheduling and coordination, which was mentioned by 230 subjects or 63% of the sample, and discipline culture which was mentioned by 103 subjects or 28% of the sample. Conclusion: This study contributes to the body of knowledge concerning the factors that influence effective IPE implementation. Discussion is provided regarding the positive and negative categories that emerged and how they influence effective IPE delivery.

scholarly journals 2494 Selectives: Implementing self-directed collaborative selectives as part of a curriculum for pre-health care professional students

2018 ◽  
Vol 2 (S1) ◽  
pp. 60-60
Author(s):  
Leonor Corsino ◽  
Stephanie A. Freel ◽  
Melanie Bonner ◽  
Joan Wilson ◽  
Christie McCray ◽  
...  
Keyword(s):  
Health Care ◽  
Clinical Research ◽  
Community Engagement ◽  
Learning Theory ◽  
Research Training ◽  
Health Professions ◽  
Health Professions Education ◽  
Theory And Practice ◽  
Master Program ◽  
School Of Medicine

OBJECTIVES/SPECIFIC AIMS: To provide students an opportunity to select health care-oriented course work that reflects both their interests and the increasingly diverse spectrum of health professions education and health care careers. To increase the opportunity for students to enter professional schools and health care professions with enhanced engagement and experience. METHODS/STUDY POPULATION: The 4-credit elective (Selective) curriculum is a component of the 38 credit Duke School of Medicine Master of Science in Biomedical Sciences (MBS) program which is completed over 10.5 months. Students work closely with their advisors to choose activities that reflect their interests. Selectives are offered by an array of schools, institutes, and programs within Duke University, including: the School of Medicine, School of Law, Global Health Institute, Bioethics and Science Policy Master Program, Clinical Research Training Program, Center for Documentary Studies, and Medical Informatics. Students may also pursue directed studies in areas such as health policy, or an inter-professional trip to Honduras. In addition to the course-based Selectives, three research practicum options are offered: Community Engagement, Clinical Research (Duke Office of Clinical Research), and a self-selected mentored research experience. Finally, the MBS program offers 2 in-house specific Selectives: Fundamentals of Learning: Theory and Practice, and Planning for Health Professions Education. RESULTS/ANTICIPATED RESULTS: The MBS program accepted its first cohort of students in June 2015. Two cohorts have graduated and the third has begun (n=30, 2016; n=42, 2017; n=43 enrolled, 2018). Our students come from diverse background with a third from populations historically underrepresented in STEM due to race/ethnicity, and another third underrepresented due to other factors such as low socioeconomic status, first generation to college, LGBQT, and those from rural and immigrant communities. Thus far, Selective distribution has been: Clinical research practicum (7, 2016; 14, 2017; 9, 2018); Mentored research practicum (2, 2016; 1, 2017); Community engagement practicum (7, 2016; 4, 2017; 5, 2018); Planning for health professions educations (14, 2016; 32, 2017; 33, 2018), Fundamentals of learning: Theory and Practice (7, 2016; 17, 2017; 18, 2018); documentary film (1, 2016); inter-professional trip to Honduras (2, 2016, 2, 2017). Since the implementation of the curriculum, at least 53 of 70 students who have applied (76%) were admitted to health professions or other graduate schools despite having lower initial MCAT and undergraduate GPAs in aggregate than the average of students who matriculate to allopathic medical school programs: 41 to medical schools, 3 to dental school, 2 each to osteopathic and physician assistant schools and 1 each to physical therapy, business school and law school. Eighteen of the 2016 graduates, and 21 of the 2017 graduates work in research for their gap year following graduation, the majority being employed in our institution’s research programs providing a pipeline of trained research assistants and coordinators. DISCUSSION/SIGNIFICANCE OF IMPACT: Lessons learned by implementing our curriculum include the following: (1) students are eager to explore different areas of health care; (2) collaboration across schools, centers, departments, institutes, and offices increases our ability to identify common areas of interest; (3) implementing a diverse curriculum can be challenging due to the need for significant organization and planning; (4) the diversity of courses can be a source of confusion when there is a lack of standardization in learner expectations; (5) continued collaboration across, schools, centers, institutes programs, health professions and sections requires a significant amount of time and expertise. However, our programs demonstrate significant positive impacts both on students and at the institutional level. Our program shows that a diverse curriculum leads to a high number of students engaged in pursuing and successfully continuing a health profession education. Institutional benefits include a robust pipeline for a diverse research workforce.

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