Re/Affirming and re/conceptualizing disciplinary knowledge as the foundation for doctoral education.
Global shortages of nurses, limited resources, and increasing transnational crises mandate changes in healthcare planning and delivery. Disciplinary knowledge is integral to the development of nurse practitioners and researchers who can provide leadership role in addressing critical healthcare problems. This collaborative meditation examines how critical reflection about disciplinary knowledge in the context of nursing doctoral education facilitates this endeavor. Factors that constrain the development of disciplinary knowledge are discussed. Suggestions for further development of disciplinary knowledge are offered.
Sinclair School of Nursing, University of Missouri-Columbia, Columbia, MO 65211, USA. Banks-wallacej@missouri.edu
JoAnne
J
Banks-Wallace
Laurel
L
Despins
Sheila
S
Adams-Leander
Leesa
L
McBroom
Luann
L
Tandy
D018864:Cultural Diversity; D003479:Curriculum; D004511:Education, Nursing, Graduate / Q000379:methods*; D006801:Humans; D019359:Knowledge; D008923:Missouri; D017145:Models, Educational; D009722:Nurse Practitioners / Q000193:education; D015399:Nursing Research / Q000193:education; D018794:Problem-Based Learning; D014481:United States