Doctorates by Portfolio In Nursing Education
As already indicated earlier in the topic, the professional doctorate has emerged as an alternative to the PhD to provide professionals with leadership and advanced skills to solve problems that are directly relevant to their professions and practice. The question then arises regarding the most appropriate format to achieve this.
An Alternative to the Conventional Thesis
In some instances the conventional product of a doctoral degree, whether it be a traditional-type thesis or the more recently emerging thesis by publication, will be an appropriate format. Indeed PhD theses in some institutions are now accepted as oral histories, as original composition and a range of other formats. There has, however, been criticism of the limitations of these products with such an academic format for reporting the outcomes of research from the professional doctorate which may be undertaken in a very different format to the regular PhD.
We have seen the emergence of the knowledge economy where economies which are likely to thrive in the twenty-first century are those which produce and utilize new knowledge in a wide range of formats; such knowledge needs to be produced in appropriate formats.
In instances where the outcome is to introduce a change in practice at the workplace, a large academic text or indeed a series of papers produced for an academic journal may not be the optimal output to achieve such change. A document which contains a range of outputs although produced rigorously in an evidence-based, not merely assertive context, may be more appropriate.
Composition of a Doctoral Portfolio
While most institutions have extremely detailed guidelines outlining how a PhD thesis may be presented, whether it be as a conventional product or through a series of publications, the guidelines for the product of a professional doctorate tend to fall into two categories. The first of these tends to indicate a product which is exactly the same as a PhD and generally the biggest difference is a reduction in word length, which usually approximates two-thirds of that for a PhD.
The instructions to students are careful to point out that this format is no less rigorous than PhD requirements; Indeed, some of the components of the PhD such as a detailed Methods section and a critical Literature Review are included to ensure that the portfolio can be examined in terms of its contribution to the evidence base in the relevant field of practice.
Other portfolios may look quite different from this but the essential features are inclusion of materials suitable for future use in practice as part of the product per se rather than those products being couched in a purely academic context. We do not argue that a conventional thesis cannot be the product of a professional doctorate; rather than trying to squeeze something into a format that it does not fit naturally, we advocate that alternative formats be acceptable.
Challenges in Producing a Portfolio
It will take time and effort to ensure that both supervisors and equally importantly, examiners, are able to come to terms with an alternative format. The real challenge is to provide communication in a format that is relevant to the area where it is hoped the research will impact. It is vital that rigor is maintained in both the conduct of research and its presentation, regardless of format. The challenge is to disseminate all the value of such outcomes. The question of whether examiners will accept different formats remains to be determined.
There are four major strands to doctoral education specifically relevant to nursing.
- The thesis-based PhD, which is relevant both to nurses undertaking a role in the academy as well as to nurses leading the evidence-based agenda in practice.
- The diverse professional doctorates in nursing, which are available internationally with their focus on the integration of theory, practice and research and are relevant to clinical practice leaders, and to nurses working in education and management. These include a number of intensive programs that are US-based and which have been labeled in the literature as ‘nontraditional’.
- The professional doctorates in a range of relevant and related subjects which will be of interest to some clinicians, educationalists and managers according to the focus of their professional role.
- The generic professional doctorates, which are of interest to a range of health and social care professions, including nurses working in a wide diversity of roles and which offer an inter-professional focus.
Doctoral Study by Distance Education
Increasingly, universities are offering doctoral students the opportunity to undertake their program of study by distance education (or in the external mode) as opposed to the internal on-campus mode. This initiative is generally in response to prospective students wishing to complete the major component of their PhD candidature at home rather than being located on campus.
At Queensland University of Technology, a hybrid of internal and external modes called the ‘multi-mode’ is offered where students can come to campus for periods of internal study (eg two to three months) and then spend the remainder of the years studying externally ( by distance education).
For example, a student may commence an advanced quantitative research methods unit for the first eight weeks of the semester and then go home and complete the course by distance education. Research supervision contact is maintained via email and fax when the student is off campus.
Benefits for International Students
- Cross-cultural understanding for nurses is greatly enhanced when international students are able to undertake their doctoral studies in another country.
- The multi-modal external PhD program for international students can be individualized to allow students to undertake their studies using a mix of external and internal study at a time which suits their needs.
- Students are able to balance their study commitments with their busy work and family commitments. • Students can maintain their seniority in employment by not having to resign from their places of employment in order to pursue their studies overseas.
- Gaining access to nursing doctoral studies via distance education makes doctoral study available to students in countries where such nursing studies may not yet be available locally.
Challenges for International Students
1 Although university regulations may require students to spend a minimum period on campus, local regulations in the home country may require students to spend at least 12 months overseas during their PhD studies. This results in students spending periods of three months or more per year for four years away from their families and friends to pursue their studies and can result in loneliness while away from home.
2 Achieving English language competency required for entry can be a challenge. Most English language universities require a reasonable level of competence prior to admission to doctoral study. Where the required levels are not reached, English for Academic Purposes courses are available, as are general English courses. However, again this extends the time that students are away from their homes.
3 Funding for airfares, accommodation and sustenance can be a major challenge for students. Although students who are lecturers are able to come to campus during their student semester breaks and continue to receive their salaries from their home organizations, in many cases they may not receive any funding to support their studies.
4 In many cases, students undertake data collection within their own countries and this may require extensive external supervision. Arrangements are required to engage an external associate supervisor for each multi-modal student to ensure that local supervision is available to assist with gaining access to facilities, ethics approval and advice on data analysis.
5 The student must provide evidence on enrollment that arrangements for the research at the external location (normally a recognized research establishment or place of professional employment) meet the normal requirements of the PhD program.
Summary
It is apparent that doctoral provision in nursing is a rapidly developing area which continues to give rise to a diverse range of non-traditional doctoral education models which exist globally. To a large extent whether or not a doctorate is considered traditional or otherwise is dependent upon higher education and practice context and the inherent history and evolution of postgraduate provision in different parts of the world.
As more diverse forms of doctorates emerge, it will be increasingly difficult to define doctorates in terms of taught or non-taught , thesis-based or non-traditional. However, the ‘gold standard’ of systematic study culminating in original contributions to knowledge remains an important feature for defining ‘doctoral level’ study.
There is an emerging theme within the literature and in the analysis of diverse doctoral programs which sheds new light on the purpose of the doctorate. We suggest that the models we have described, in addition to further new models, are required to underpin new roles in nursing which are beyond the academic and practice-based research roles. Many postdoctoral nurses may undertake leadership roles in clinical arenas and at policy level, which will require diverse doctoral provision, which is different from a purely ‘research training’ focus.
By beginning the discussion on the differences between non-taught and taught doctorates, and subsequently examining alternative formats to doctoral thesis and assessment we have endeavored to illustrate the potential benefits and possibilities inherent in varied doctoral education. Additionally, these new and different educational approaches offer much potential to increase doctoral provision globally and to underpin varied nursing roles at postdoctoral level.
Special
For example, the ‘traditional’ doctorate in many European countries and Australasia is thesis-based and different from the ‘traditional’ DNS doctorate which has emerged in the USA, and in South Africa traditional doctorates have included self-managed distance modules, while in Scandinavia thesis by publication is common.
Read More
https://nurseseducator.com/emergent-forms-of-doctoral-education-in-nursing-evolution-and-nature/
https://nurseseducator.com/emergent-forms-of-doctoral-education-in-nursing-challenges-and-benefits/