2 nd international conference on professional doctorates developing a professional doctorate in...

2nd International Conference on Professional Doctorates

Developing a professional doctorate in nursing:

Experiences of an Irish nursing School

Gerard Fealy & Martin S McNamara

University College Dublin, Ireland

Background: Key developments in nursing and midwifery in Ireland

In Ireland, a series of reports towards the end of the 20 th Century called into question the suitability of the apprenticeship training model for meeting the educational and training needs of the contemporary nurse operating in a modern health system

The introduction of a four-year honour’s degree as the minimum requirement for entry to professional practice in 2002 (nursing) and 2006 (midwifery)

Development of a wide range of taught graduate clinical courses for specialist training (2000-2010)

Curriculum reform in Irish universities (e.g. UCD Horizons, c.2004) leading to more flexible modes of study for nurses and midwives and a more rational and flexible pathway towards master’s level

Developing a professional doctorate in nursing: Experiences of an Irish nursing SchoolGerard Fealy & Martin S McNamara

Background: Key developments in nursing and midwifery in Ireland

Development of a clinical career pathway for registered nurses and registered midwives (clinical specialist and advanced practitioner grades)

An explicit mechanism for enabling professional development after the point of state registration, including the accreditation of advanced practitioners (National Council for the Professional Development of Nursing & Midwifery)

A cadre of well educated and highly trained senior nurses and midwives, many of who are leading services as autonomous practitioners

Growth of doctoral training capacity within academic nursing schools and dissatisfaction with the practice relevance of the PhD



Background: Key developments in nursing and midwifery education in Ireland

Securing the entry of nursing and midwifery into the academy was not based on epistemic grounds and was more about the economic sustainability of the apprenticeship system, the quality of pedagogy and learning and the status of the nurse and midwife

The transfer of preparatory nurse training (2002) and preparatory midwifery training (2006) resulted in wholesale transfer of nurse and midwife tutors from hospital nursing and midwifery schools into academic schools in the Irish universities and institutes of technology

The transfer arrangements were located in a predominantly labour discourse (transfer was negotiated by the trade unions)

Nurse and midwife tutors emerged suddenly and somewhat arbitrarily as academics, immediately challenged with the establishment, maintenance and development of a distinct disciplinary field (McNamara et al 2011)

Many nursing and midwife academics struggling to legitimate their discipline as a field of study


Rationale

Tensions concerning nursing’s legitimacy as an academic discipline arise out of discourses that construct nursing as a subject unsuited to and/or unworthy of academic study (Fealy & McNamara 2007). Tensions also arise from some academics’ own difficulties in clearly articulating the distinctive nature and structure of nursing as an intellectual field of practice and their uncertainty and ambivalence about their academic role (McNamara 2007; 2009; 2010).

Lacking a disciplinary distinctiveness, disciplinary boundaries are less well circumscribed and nursing education remains vulnerable to demands for ‘relevance’ and will be required to be endlessly responsive to the demands of economic rationality and utilitarian policies (McNamara, Fealy & Geraghty 2011)

Fundamental questions about the cumulative capacity of the field and its relevance to its occupational base (i.e. Questions about: the construction of knowledge, the nature of academic nursing and midwifery’s engagement with professional practice, the structuring of the field of academic nursing and midwifery and its potential for integrative and cumulative knowledge building and long-term development and progression) (McNamara Fealy & Geraghty 2011)


Rationale

The collective accumulated understanding offered by nursing theories is neither informing nursing curricula nor pervasive in everyday professional discourse

A colonisation of much of nursing and midwifery discourse by biomedical discourse, social and human science discourses and by managerialist and leadership discourses

Poor clinical leadership; many nurses and midwives lack the capacity, adequately, to represent their professional disciplinary contributions at the team, unit, organisational and wider heath system levels (Fealy et al. 2010, McNamara & Fealy 2010; McNamara et al 2011)

What do nursing academics research?(A tendency to engage in endogenous research, with little exogenous research (Fealy & McNamara 2007)

What do nursing professors profess?‘‘I do not consider myself to be a nurse, actually, I’m a sociologist/ psychologist/anthropologist/ pharmacologist’’ or whatever” (Thompson & Watson 2006)


Based on a theme / research cluster Skills trainingSubject or Thematic Taught modulesMajor Research Project

Based on a specific topic Skills trainingSubject-specific Taught modulesMajor Research ProjectDoctoral Studies Panel

Based on professional training across a range of areasTransferable and Professional Skills trainingTaught modules on specific topics or areasIntegrated Professional Practice elements (work experience, clinical placements)Doctoral Studies Panel (to include professional practice supervisor as well as academic supervisor)

Assessment may comprise module coursework, evaluations of clinical or professional competence, case studies, portfolios, published articles, research reports and minor research project or thesis or dissertation

Thematic or CollaborativeDoctoral Programmes

Structured PhD

ProfessionalDoctorates

10-25% taught75-90% research

10-25% taught75-90% research

Clinical Practice (ex. veterinary medicine, clinical psychology)25% taught50% clinical placement25% research

Work Experience (ex. engineering, education, business administration)50% taught50% professional researchWork experience – integrated w/ taught and/or research

*Research training, including rotations (clinical, professional, etc)*Doctoral Studies Panel (with cross-disciplinary or cross-institutional membership)

Table 1: Doctoral Education at UCD

Guidelines on Professional DoctoratesApproved by UCD Academic Council 18 February 2010

Title Professional Doctorate

Class of Award Major

Purpose This award is characterised by a significant original contribution to both theory and practice, and to the development of professional practice through making a contribution to professional knowledge. It may be used for career progression to advanced levels of academia and research, but is primarily aimed at candidate’s already on a clearly defined career track in a specific field of industry, business enterprise, medical practice, education or other professional environment.

Level 10

Volume

Large

Knowledge - breadth

A coherent understanding of a single (or set of) problem(s) encountered in professional practice against which further critical reflection and consideration of the potential for the development and application of theoretical solutions (arising from further academic research) must be tested.

Knowledge – kind A contribution through professional practice and applied original research which change, develop or improve existing practices based on critical reflection within a broader academic context.

Know-how and skill – range The capacity to recognise, evaluate and solve practical problems;Original autonomous thinking;Capacity for critical analysis, reflection and evaluation;Understanding and application of advanced principles of project and time management, presentation skills and working in a collaborative capacity.

Know-how and skill - selectivity Critical analysis, evaluation and synthesis of existing professional practice(s) and its relationship to new and complex ideas;Formulation and application of solutions to professional practice problems and effective reflection on the impact of such solutions;Ability to promote, within both professional and academic contexts, the development of new solutions to existing or emerging problems.

Competence - context Make a significant contribution to the application of professional knowledge and skill;Exercise personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent contexts.

Competence – role Communicate results of research and applied professional practice to peers, including senior colleagues in professional work environments;Engage in critical dialogue within professional, academic and other relevant contexts;Lead, originate, develop and improve complex professional processes.

Competence – learning to learn The ability to reflect on professional practice and the process of learning and achievement as well as a capacity to plan for personal, educational and career development;Learn to critique the broader implications of applying professional knowledge to professional practice.

Competence - insight Critical awareness of the global intellectual, social and cultural implications of developments in their own and others area of professional practice, applied research and expertise.

Progression & Transfer

A point of formal progression analogous to that between stages 1 and 2 of the Structured PhD.

Articulation

The Professional Doctorate Degree is awarded following successful completion of a programme of professional practice, supervised research and advanced education and training. This programme may include articulation with a taught or research Masters (NQAI Level 9) programme, where there are in existence formal processes to assess the progress of a candidate and their suitability for professional doctoral research and training.


Academic Council

Academic Regulations

Forum

Graduate School Board

School Research

Degrees Committee

University GraduateProgrammes Board

Professional Doctorates Programme Planning Group

Academic governance at UCD


Learning activities

Activity Credits Weighting

Taught (integrated with professional practice) 135 50%

Research (integrated with professional practice) 135 50%

Credits per stage

Stage Core Option Total

1 60 30 90

2 145 35 180

Total 205 65 270

Suite 1Researching

professional practice

Suite 5Thesis

MODULAR STRUCTURESTAGE 1

Suite 2Disciplinary development:

knowledge and practice

Suite 3Leadership and innovation

Suite 4Scholarship of practice


Suite 1Researching

professional practice

Suite 5Thesis

MODULAR STRUCTURESTAGE 2

Suite 2Disciplinary development:

knowledge and practice

Suite 3Leadership and innovation

Suite 4Scholarship of practice


Module title Level Semester Credits Indicative hours

Contacthours

Independent study

Student completes one module from each of suites 1, 2 3 and 4 (60 ECTS) and completes a thesis proposal (30 ECTS)

Suite 1: Researching professional practice

NMHS50090 Researching professional practice: theory & method (c)orApproved elective in cognate subject (level 4) (o)

4 1 15 36 264

Sub total 15

Suite 2: Disciplinary development: knowledge and practice

NMHS50050 Philosophy, science and practice (c) (Part shared with TBN) or Approved elective in gender and healthorApproved elective in cognate subject (level 4) (o)

44

2 15 30 270

Sub total 15

Suite 3: Leadership and innovation

NMHS50040 Leadership and models of innovation(Part shared with LHSD)orApproved elective in cognate subject (level 4) (o)

44

1/21/2

1515

30 270

Sub total 15

Suite 4: Scholarship of practice

NMHS50100 Scholarship of practice 1 2 15 66 234

Sub total 15

Suite 5: Thesis

NMHS50120 Thesis proposal (c) 5 2/3 30 48 758

Total (stage 1) 90 204 1796

Module title Stage Level Semester Credits Indicative hours

Contacthours

Independent study

Student completes one module from each of suites 1, 2, 3 and 4 (60 ECTS) and one other module from the list (15 ECTS) and completes a dissertation (105 ECTS). Core and optional: min. 45 ECTS. Electives: max. 30 ECTS

Suite 1: Researching professional practice

NMHS50080 Researching professional practice: Quantitative (O) methods orNMHS50070 Researching professional practice: Qualitative methods (O)

22

55

22

1515

150 150

Sub total 15

Suite 2: Disciplinary development: knowledge and practice

NMHS50020 Disciplinary knowledge in practice development (o) or Approved elective in maternal & child health (0)

22

55

11

1515

80 220

Sub total 15

Suite 3: Leadership and innovation

NMHS50060 Practice innovation (o) orNMHS50030 International practicum S3 (o)or Approved elective in cognate subject (level ) (o)

222

555

22/32

151515

60 240

Sub total 15

Suite 4: Scholarship of practice

NMHS50110 Scholarship of practice 2 2 5 2/3 15 46 264

Sub total 15

Electives (Select one module from the list not already taken)*

NMHS50010 Advanced leadership in healthcare (c)orNMHS50130 International practicum S4 (o)orElective module of own choosing (e)

2 5 1/2/31/2/3

15 c.40 c260

Sub total 15

Thesis

NMHS 5001R Research Activity (Thesis) 2 5 2/3 105 48 758

Total ECTS credits 180 418 1894


STAGE 1

Year 1 Year 2

Semester 1 2 3 1 2 3

Suite 1

Suite 2

Suite 3

Suite 4

Suite 5

Indicative module timing, Stage 1


ReferencesFealy GM and McNamara MS (2007) Scholarship, interdisciplinarity and academic identity (Guest Editorial) Journal of Clinical Nursing 16 (8), 1393–1397.

Fealy, G.M. & McNamara, M.S. (2007) 'A Discourse Analysis of Debates Surrounding the Entry of Nursing Education to the Academy in Ireland'. International Journal of Nursing Studies, 44 (7):1187-1195.

McNamara M, Fealy G, Casey M, Geraghty (2011) A social realist investigation of academic nursing: specialisation and semantics International Journal of Nursing Studies (In preparation)

McNamara M, Fealy G, Casey M, Geraghty, R, Butler M, Halligan P, Treacy P, Johnson M (2011) 'Boundary matters: clinical leadership and the distinctive disciplinary contribution of nursing to multidisciplinary'. Journal of Clinical Nursing,

McNamara MS and Fealy GM (2010) ‘A little nurse running around college: Legitimating nursing in the Irish academy’, In Harford J and Rush C Have Women Made a Difference?: Women and Higher Education in Ireland Oxford: Peter Lang Publishers.

McNamara MS (2010) 'What lies beneath? The underlying principles structuring the field of academic nursing in Ireland'. Journal of Professional Nursing, 26 (6):377-384.

McNamara MS & Fealy GM (2010) ‘Lead us not again’: Clinical leadership and the disciplinary contribution (Guest Editorial) Journal of Clinical Nursing 19, 3257–3259 DOI: 10.1111/j.1365-2702.2010.03222.x

McNamara, MS (2010) 'Lost in Transition? A Discursive Analysis of Academic Nursing in Ireland'. Nursing Science Quaterly, 23 (3):249-256.

McNamara, MS (2010) 'Where is nursing in academic nursing? disciplinary discourse, identities and clinical practice: a critical perspective from Ireland'. Journal of Clinical Nursing, 19 :766-774.

McNamara MS, (2009) 'Nursing academics' languages of legitimation: a discourse analysis'. International Journal of Nursing Studies, 46 (12):1566-1579.

2nd International Conference on Professional Doctorates

Developing a professional doctorate in nursing:

Experiences of an Irish nursing School

Gerard Fealy & Martin S McNamara

University College Dublin, Ireland

2 nd international conference on professional doctorates developing a professional doctorate in...

Documents

entry of nursing

hospital nursing

academic nursing schools

professional practice

midwifery development

midwifery schools

preparatory midwifery

irish universities