A contextual and logical analysis of the clinical doctorate for health practitioners: dilemma, delusion, or de facto?
Growth of the number of practice or clinical doctorates in allied health and nursing is examined from several different points of view. These perspectives are first discussed contextually and then organized according to the dilemmas we face, the delusions we need to address, and the de facto reality we need to acknowledge. The article concludes with an overview of internal and external review practices and interprofessional considerations.
Royeen
Charlotte
C
Doisy College of Health Sciences, 3437 Caroline St., St. Louis, MO 63108, USA. royeencb@slu.edu
Lavin
Mary Ann
MA
D016390:Allied Health Occupations / Q000193:education*; D001291:Attitude of Health Personnel; D002983:Clinical Competence; D003162:Competency-Based Education / Q000458:organization & administration / Q000592:standards / Q000639:trends; D003479:Curriculum; D004500:Education, Graduate / Q000191:economics / Q000458:organization & administration* / Q000639:trends; D004511:Education, Nursing, Graduate / Q000458:organization & administration* / Q000639:trends; D006801:Humans; D007397:Internship, Nonmedical; D014481:United States