Professional Doctorates 2016: Updates and Further Recommendations

The charge to this second working group was to examine the 2012 recommendations and clarify Walden’s position on professional doctorates. Unlike the first effort that addressed differences between professional and academic doctorates, the expectations for this group were to focus on the commonalities in the university’s professional doctorates; set clear and consistent definitions, standards, and requirements for our professional doctorates; and link those programs to employment paths more directly. From the outset, the working group acknowledged that any outcome will be a “living document” that continues to be refined as discussion continues in the university community

Professional Doctorates: Literature, History, and Recommendations

The purpose of this paper is to guide the Walden University academic community toward a consistent understanding of the standards and scope for our doctoral degrees, with a focus on the professional doctorates. The specific purpose of the findings in this paper is to help shape future development and assessment of professional doctorates within the University. Tools within this document can be used for guidance and criteria to help demonstrate that Walden is upholding basic agreed-upon standards of doctoral educatio

What influences adherence to treatment in people with multiple sclerosis?

BackgroundCurrently, there are a number of disease modifying therapies (DMTs) available that can help to reduce the number of attacks experienced in relapsing remitting multiple sclerosis (RRMS). However, optimal outcomes are not always achieved due to early treatment discontinuation and low levels of overall adherence. This study sought to understand the drivers of non-adherence from a patient perspective and their potential to be modified through behaviour change interventions. MethodsA two-part scoping review was carried out to determine the drivers of adherence in people with MS and to explore how these drivers are currently being addressed through adherence interventions. The COM-B framework for adherence and BCT Taxonomy were used to operationalize these findings. Following this review, it was evident that there was a lack of qualitative research exploring drivers of adherence from the perspective of the patient themselves. Therefore a multi-country, qualitative study was conducted. Semi-structured interviews were conducted with 24 (n=12 females) people with RRMS from Germany, Spain and the United Kingdom. Insights were extracted using Framework Analysis. Findings The review identified over sixty discrete factors, across thirty-three studies, which had been found to potentially influence adherence behaviours in MS. Twenty-nine of these were identified more than once and 48% could be mapped to the COM-B model of adherence. The review also identified four successful behaviour change interventions that targeted eight of these factors. The qualitative research determined that control and conflict were the overarching themes related to adherence, whereby an increased sense of control over MS and limited conflicts with self-management behaviours and ‘day to day’ life could enhance likelihood and ability to adhere to treatment and other self-management tasks, thereby leading to potentially better outcomes. Conclusion Overall, this research found a disconnect between the majority of studies exploring drivers of adherence in MS, and the interventions which have successfully impacted adherence behaviours in the same population. A focus on ‘convenience’ data, in particular clinical and demographic factors, has done little to further our understanding in terms of how best to support this population and there is an apparent need for research exploring drivers of adherence to align more closely with intervention research. This is further supported by the qualitative research that showed the often complex interplay between multiple factors and adherence outcomes in people with MS

PROFESSIONAL DOCTORATE PORTFOLIO

This portfolio provides an insight into the development of a trainee sport and exercise psychology practitioner through the Professional Doctorate in Sport and Exercise Psychology ‘journey’ at Liverpool John Moores University. The portfolio provides evidence, through a combination of consultancy, teaching and research based products and extensive reflection, of how the trainee sport psychology practitioner successfully meets the competencies (professional standards, consultancy, research, and dissemination) of the British Psychological Society (BPS) and Health and Care Professions Council (HCPC) for ‘Chartered’ and ‘Practitioner’ Psychologists, and her extensive practitioner development during the programme. Within the portfolio, the practice log provides a summary of the hours spent by the trainee in learning, implementing, and evaluating key competencies required by sport and exercise psychologists. The trainee’s reflective diary highlights the critical moments, events and learning experiences that have been key to their practitioner evolution and their development of a coherent personal and professional identity and practice philosophy. A series of applied case studies (three consultancy and one teaching) provide a thorough account on the trainee’s Consultancy process and Teaching and Training style, and offers critically reflective insight into the trainee’s approach across the diverse experiences encountered within applied practice settings. This includes work with multiple sport and exercise populations, including gymnastics, CrossFit, archery, football, tennis, e-racing, rugby, and recreational gym athletes). The portfolio also includes three research products. The systematic review attempts to investigate present gaps in understanding the quality of mindfulness interventions in sport. In contrast, the two empirical papers have a linked exercise psychology focus, and provide a quantitative investigation of the relationship between self-reflection and self-determined physical activity motivation and behaviour, and a qualitative exploration of the lived experience of participants’ self-reflective practice in relation to physical activity motivation and behaviour. Opportunities to disseminate research findings at academic conferences and workshops, professional team meetings, and as a lecturer of sport and exercise psychology have enabled the author to communicate, translate (and better understand) her own positioning as a researcher, and how this reflects the values and beliefs that transfer across the consultancy, research and teaching elements of her professional practice. More broadly, these experiences have contributed to the author’s development of a coherent and congruent philosophy of practice, which has evolved over the duration of the doctorate to facilitate and enhance her confidence in delivery across different cultures and contexts

Professional Doctorate Portfolio

This portfolio provides an insight into the development of a trainee sport psychology practitioner’s journey through the Professional Doctorate in Sport and Exercise Psychology at Liverpool John Moores University. The portfolio provides evidence, through a combination of consultancy, research, and reflective practice, of how the trainee sport psychology practitioner successfully meets the competencies (professional standards, consultancy, research, and dissemination) of the British Psychological Society’s (BPS) Stage Two training pathway. The three applied case studies and one applied teaching case study provide a critical and reflective insight into the work conducted with elite athletes and coaches from a variety of sports. These applied consultancy experiences allowed the trainee practitioner to develop a coherent and congruent philosophy of practice, which can now be confidently delivered across contexts and cultures. Throughout these applied experiences, the trainee practitioner was able to demonstrate diversity in their training by working with multiple sports (gymnastics, triathlon, wrestling, rugby-league, football, and golf). The reflective log highlights the critical moments experienced by the author throughout this journey, which support the development of a coherent personal and professional identity. The two empirical papers and systematic review attempt to bridge the gap between theory and practice by exploring topics such as; use of psychology within the coaching context, importance of reflective practice for optimal practitioner development, and the impact critical moments have on the practitioner individuation journey of applied sport psychology practitioners. The research, combined with the opportunities to disseminate at conferences and as a Lecturer of Sport Psychology, allowed the author to understand how his values and beliefs transferred across his consultancy, teaching, and research

PROFESSIONAL DOCTORATE PORTFOLIO

This thesis demonstrates the development of a neophyte sport psychology practitioner’s journey through a professional doctorate. In particular, the thesis provides a reflective demonstration of enhanced competence in ethical practice, consultancy, dissemination and research. Three applied consultancy case studies and reflective diary entries highlight the challenges faced as a trainee sport psychology practitioner, with a particular focus on the development of a professional philosophy. In particular, a lack of self-awareness regarding personal values and beliefs and often incongruently delivering practitioner-led sessions, with an emphasis on ‘needing to offer something meaningful for clients’. Following a period of self-examination (Simons & Andersen, 1995) and discovery (Corlett, 1966) the author began to develop a more congruent philosophy of practice, focused on a client-led, counselling based approach. The author also demonstrates anxiety related to competence, particularly during the early stages of development; this is in line with contemporary practitioner development research (e.g., Tod, Andersen & Marchant, 2009). Two empirical papers and a systematic review were also conducted. The author often adopted the position of practitioner-researcher when conducting research. The challenges associated with such positions are discussed, such as challenges to identity (Champ, 2019). Finally, a dissemination case study and reflections highlight the delivery of psychoeducational sessions to a variety of populations. Through this, the author’s pedagogical approach develops from an authoritarian, traditional lecture-based approach (Girgin & Stevens, 2005), to a more collaborative learning experience, placing the learner at the centre of the process (Postareff & Lindblom-Ylanne, 2008)

The development of doctoral degree curriculum in England: Perspectives from professional doctoral degree graduates

The paper investigates two issues surrounding the field of higher education leadership, particularly in doctoral education, namely the reasons why potential doctoral students decided to enroll in a professional doctorate instead of a traditional Doctor of Philosophy (PhD) and how did professional doctorate status enhance its graduates’ professional development and career promotion.  Guided by the Social Cognitive Career Theory (SCCT), 20 professional doctorate graduates who are members of a professional association in London were invited as participants. The paper discovers that in the view of professional doctorate graduates, the program offers the flexibility for professionals to enjoy the rigorous education at doctoral level.  Second, the curriculum of the professional doctorate allows graduates to apply both theories and practical applications into their current workplace directly.  Third, the rich supports from lecturers enhancing the prosperity of professional doctorate graduates’ life experience.  This study provides solid evidence and recommendation for university administrators, policy makers, organizational employers, and potential doctoral students in the United Kingdom and other Anglophone countries to understand the learning outcomes and gained skills of professional doctorates. Keywords: career counseling; doctoral student experience; professional doctorate; qualitativ

Joining the professional doctorate in pharmacy

The Pharm D programme is a new post-graduate course being offered by the Department of Pharmacy of the University of Malta in collaboration with the College of Pharmacy at the University of Illinois at Chicago in Chicago, USA. This course was developed to provide for the rapidly growing niche in pharmacy related to a professional doctorate. It is a means to develop professionals with a research-oriented approach and with skills in advanced clinical pharmacy practice with a focus on patient safety. Pharmacists who would like to take up the area of Clinical Pharmacy as their specialisation will be able to develop the skills and attributes of undertaking research in the field while reading for a level 8 Doctorate level degree.peer-reviewe

Joining the professional doctorate in pharmacy

The Pharm D programme is a new course being offered by the Department of Pharmacy of the University of Malta in collaboration with the College of Pharmacy at the University of Illinois at Chicago in Chicago, USA. This course was developed to provide for the rapidly growing niche area in pharmacy related to a professional doctorate. It is a means to develop professionals with a research oriented approach and with skills in advanced clinical pharmacy practice.peer-reviewe

An analysis of the application of the MESH intervention in asthma

Background: Asthma control is currently suboptimal for many individuals with asthma. A number of systematic reviews show that interventions are effective for improving asthma self-care in adults. However, the processes underpinning successful interventions remain unclear. A qualitative process evaluation of a small scale intervention targeting asthma self-care (the Managing Illness by Empowerment of Self-care and Harmonisation of Patient and Practitioner agenda) MESH intervention) was undertaken as part of my PhD. The analysis revealed three intra-patient processes (illness understanding, affective response to asthma and motivation) and two consultation processes (active patient involvement and individual tailoring) that were associated with change in self-reported asthma self-care behaviour. However, intervention deliverers (nurses) did not always deliver the intervention as intended. Aim: To explore nurses’ experiences of delivering the MESH intervention and, in particular, to identify challenges associated with their ability to deliver it as intended. Design : In-depth qualitative interviews and transcripts of consultations between nurses and patients were analysed using thematic analysis. Participants : Nine nurses with experience in the delivery of asthma care. Setting : Primary care practices in the South West of England. Results: The themes arising from the analysis were (i) experiences of training (ii) perceived usefulness of techniques and approaches (iii) patient motivation and (iv) implementing the MESH in clinical practice Conclusion: This research has identified specific issues relating to nurses’ understanding, motivations and abilities to deliver the MESH intervention. This has important implications for both future health psychology research and clinical practice. With regard to the future development of randomised trials of the MESH intervention, the process of nurse recruitment and training could be adjusted in light of these findings. This will prevent unnecessarily wasting resources and patients’ time, and increase the likely take up and effectiveness of the intervention. Further research is needed to develop theory underpinning nurses’ use of research in clinical practice