Using Effects-Based Reasoning to Examine the DNP as the Single Entry Degree for Advanced Practice Nursing

Rhodes, Marilyn

doi:10.3912/ojin.vol16no03ppt01

Cited by 3 publications

(2 citation statements)

References 19 publications

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“…Although Muma and colleagues (2011) included representative samples of physicians, PAs, and PA faculty to compare perceptions regarding the entry-level doctoral education, a non-validated instrument seemed to be used [14]. Similar issues with using non-validated instruments in this topic have been found in other health professions research such as nursing [31], pharmacy [32,33], physical therapy [34], and occupational therapy [35]. Given the importance of this topic, this study highlights the need to develop valid and reliable measurements to assess the various perceptions regarding the transition to the entry-level doctorate across health professions, which supports the rationale of the current study.…”

Section: Discussionmentioning

confidence: 99%

Developing and Evaluating an Instrument to Assess Perceptions of an Entry-level Physician Associate Doctoral Degree

Jun

Gordes

Fleming

et al. 2022

Preprint

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BackgroundMost health professions in the United States have adopted clinical or practice doctorates, sparking an ongoing debate on whether physician assistants/associates (PAs) should transition from a master’s to a doctorate as the terminal degree. Although more studies are expected to be conducted, there is no validated instrument assessing perceptions of various stakeholders regarding an entry-level PA doctoral degree. The objective of this study was to develop and evaluate a novel-self-report measure to assess perceptions of an entry-level PA doctoral degree. MethodsA multifaceted, mixed-methods approach was adopted. Based on a comprehensive literature review regarding the impact of the doctoral transitions in health professions, an initial version of perceptions of an entry-level terminal PA doctoral degree scale (PEDDS) was generated. This scale was pilot tested with a group of PA faculty, students, and clinicians. Then, a cross-sectional survey consisting of 67 items was conducted with a national random sample of 1,368 practicing PAs and PA students. Additionally, semi-structured interviews were conducted to ensure validity of PEDDS. A principal component analysis (PCA) was conducted to reduce the number of items and reveal the underlying structure of PEDDS.ResultsThe PCA confirmed 10 factors of PEDDS consisting of 53 items as the best-fit factor structure with adequate internal consistency of subscales. Those factors include a) expected positive impact on the PA profession, b) expected impact on prerequisites, (c) expected impact on the student preparedness as PA faculty and educators, (d) expected impact on the student preparedness as clinicians, (e) expected impact on accreditation and certification, (f) expected impact on curriculum, (g) expected impact on PA educators, (h) expected positive impact on diversity, (i) expected negative impact on the PA profession, and (j) expected impact on the student competency. ConclusionsThe present study highlights the need to develop valid and reliable measurements to assess perceptions regarding the transition to the entry-level doctorate across health professions. This study could be used to guide further discussion of the entry-level doctorates for PAs and other health professions by bridging the gap of existing literature related to valid, reliable, and standardized measures on this topic.

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Section: Discussionmentioning

confidence: 99%

Developing and Evaluating an Instrument to Assess Perceptions of an Entry-level Physician Associate Doctoral Degree

Jun

Gordes

Fleming

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…Although Muma et al (2011) included representative samples of physicians, PAs, and PA faculty to compare perceptions regarding the entry-level doctoral education, a non-validated instrument seemed to be used [14]. Similar issues with using non-validated instruments in this topic have been found in other health professions research such as nursing [30], pharmacy [31,32], physical therapy [33], and occupational therapy [34]. Given the importance of this topic, this study highlights the need to develop valid and reliable measurements to assess the various perceptions regarding the transition to the entrylevel doctorate across health professions.…”

Section: 73mentioning

confidence: 99%

Developing and evaluating an instrument to assess perceptions of an entry-level physician associate doctoral degree

et al. 2022

View full text Add to dashboard Cite

Background Most health professions in the United States have adopted clinical or practice doctorates, sparking an ongoing debate on whether physician assistants/associates (PAs) should transition from a master’s to a doctorate as the terminal degree for the profession. Although more studies are anticipated, there is no validated instrument assessing perceptions of various stakeholders regarding an entry-level PA doctoral degree. The objective of this study was to develop and evaluate a novel self-report measure to assess perceptions of an entry-level PA doctoral degree. Methods A multifaceted, mixed-methods approach was adopted. Based on a comprehensive literature review of the doctoral transition experiences in other health professions, an initial version of perceptions of an entry-level terminal PA doctoral degree scale (PEDDS) was generated. This scale was pilot tested with a group of PA faculty, students, and clinicians. Then, a cross-sectional survey consisting of 67 items was conducted with a national random sample of practicing PAs and PA students. Additionally, semi-structured interviews were conducted to ensure the validity of PEDDS. A principal component analysis (PCA) was conducted to reduce the number of items and reveal the underlying structure of PEDDS. Results The PCA confirmed 10 factors of PEDDS consisting of 53 items as the best-fit factor structure with adequate internal consistency of subscales. Those factors include a) expected positive impact on the PA profession, b) expected impact on prerequisites, (c) expected impact on the student preparedness as PA faculty and educators, (d) expected impact on the student preparedness as clinicians, (e) expected impact on accreditation and certification, (f) expected impact on curriculum, (g) expected impact on PA educators, (h) expected positive impact on diversity, (i) expected negative impact on the PA profession, and (j) expected impact on the student competency. Conclusions The present study highlights the need to develop valid and reliable measurements to assess perceptions regarding the transition to the entry-level doctorate across health professions. This study could be used to guide further discussion of the entry-level doctorates for PAs and other health professions by bridging the gap of existing literature related to valid, reliable, and standardized measures on this topic.

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The Doctorate in Nursing Practice

Dennison

Payne

Farrell

2012

Nursing Clinics of North America

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Using Effects-Based Reasoning to Examine the DNP as the Single Entry Degree for Advanced Practice Nursing

Cited by 3 publications

References 19 publications

Developing and Evaluating an Instrument to Assess Perceptions of an Entry-level Physician Associate Doctoral Degree

Developing and Evaluating an Instrument to Assess Perceptions of an Entry-level Physician Associate Doctoral Degree

Developing and evaluating an instrument to assess perceptions of an entry-level physician associate doctoral degree

The Doctorate in Nursing Practice

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