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Zaccagnini M, Bussières A, Mak S, Boruff J, West A, Thomas A. Scholarly practice in healthcare professions: findings from a scoping review. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2022:10.1007/s10459-022-10180-0. [PMID: 36456756 DOI: 10.1007/s10459-022-10180-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Accepted: 10/16/2022] [Indexed: 06/17/2023]
Abstract
Scholarly practitioners are broadly defined as healthcare professionals that address critical practice problems using theory, scientific evidence, and practice-based knowledge. Though scholarly practice is included in most competency frameworks, it is unclear what scholarly practice is, how it develops and how it is operationalized in clinical practice. The aim of this review was to determine what is known about scholarly practice in healthcare professionals. We conducted a scoping review and searched MEDLINE, EMBASE, CINAHL from inception to May 2020. We included papers that explored, described, or defined scholarly practice, scholar or scholarly practitioner, and/or related concepts in healthcare professionals. We included a total of 90 papers. Thirty percent of papers contained an explicit definition of scholarly practice. Conceptualizations of scholarly practice were organized into three themes: the interdependent relationship between scholarship and practice; advancing the profession's field; and core to being a healthcare practitioner. Attributes of scholarly practitioners clustered around five themes: commitment to excellence in practice; collaborative nature; presence of virtuous characteristics; effective communication skills; and adaptive change ethos. No single unified definition of scholarly practice exists within the literature. The variability in terms used to describe scholarly practice suggests that it is an overarching concept rather than a definable entity. There are similarities between scholarly practitioners and knowledge brokers regarding attributes and how scholarly practice is operationalized. Individuals engaged in the teaching, research and/or assessment of scholarly practice should make explicit their definitions and expectations for healthcare professionals.
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Affiliation(s)
- Marco Zaccagnini
- School of Physical and Occupational Therapy, McGill University, 3654 Promenade Sir William Osler, Montréal, QC, H3G 1Y5, Canada
- Centre for Interdisciplinary Research in Rehabilitation of Greater Montréal, Montréal, QC, Canada
| | - André Bussières
- School of Physical and Occupational Therapy, McGill University, 3654 Promenade Sir William Osler, Montréal, QC, H3G 1Y5, Canada
- Centre for Interdisciplinary Research in Rehabilitation of Greater Montréal, Montréal, QC, Canada
- Département Chiropratique, Université du Québec à Trois-Rivières, Trois-Rivières, QC, Canada
| | - Susanne Mak
- School of Physical and Occupational Therapy, McGill University, 3654 Promenade Sir William Osler, Montréal, QC, H3G 1Y5, Canada
- Centre for Interdisciplinary Research in Rehabilitation of Greater Montréal, Montréal, QC, Canada
- Institute of Health Sciences Education, McGill University, Montréal, QC, Canada
| | - Jill Boruff
- Schulich Library of Physical Sciences, Life Sciences, and Engineering, McGill University, Montréal, QC, Canada
| | - Andrew West
- The Canadian Society of Respiratory Therapists, Saint John, NB, Canada
| | - Aliki Thomas
- School of Physical and Occupational Therapy, McGill University, 3654 Promenade Sir William Osler, Montréal, QC, H3G 1Y5, Canada.
- Centre for Interdisciplinary Research in Rehabilitation of Greater Montréal, Montréal, QC, Canada.
- Institute of Health Sciences Education, McGill University, Montréal, QC, Canada.
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Barrett JA, Calvert FL, Gonsalvez CJ, Shires AG. A qualitative investigation into perceptions of scientist-practitioner competence within supervision during psychology training programmes. AUSTRALIAN PSYCHOLOGIST 2022. [DOI: 10.1080/00050067.2022.2125282] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Affiliation(s)
- Jessica A. Barrett
- Graduate School of Health, University of Technology Sydney, Sydney, Australia
| | | | - Craig J. Gonsalvez
- School of Psychology, Western Sydney University, Penrith (Kingswood), Australia
| | - Alice G. Shires
- Graduate School of Health, University of Technology Sydney, Sydney, Australia
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Impala T, Burn K, Kazantzis N. To what extent are cognitive behaviour therapy competencies incorporated into clinical psychology training? A national survey of Australian universities. AUSTRALIAN PSYCHOLOGIST 2020. [DOI: 10.1111/ap.12398] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Tara Impala
- Cognitive Behaviour Therapy Research Unit, School of Psychological Sciences, Monash Institute of Cognitive and Clinical Neurosciences, Monash University, Melbourne, Victoria, Australia
| | - Kim Burn
- The Psychology School, LaTrobe University, Melbourne, Victoria, Australia
| | - Nikolaos Kazantzis
- Cognitive Behaviour Therapy Research Unit, School of Psychological Sciences, Monash Institute of Cognitive and Clinical Neurosciences, Monash University, Melbourne, Victoria, Australia
- The Psychology School, LaTrobe University, Melbourne, Victoria, Australia
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Christodoulidi F, Malikiosi-Loizos M. Exploring the perceptions of Greek counsellors’ and counselling psychologists’ professional identity and training experience, through the lens of the first alumni graduates of a Greek state University. EUROPEAN JOURNAL OF PSYCHOTHERAPY & COUNSELLING 2019. [DOI: 10.1080/13642537.2019.1600566] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
| | - Maria Malikiosi-Loizos
- National and Kapodistrian University of Athens, Early Childhood Education, Athens, Greece
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Lester JN, Wong YJ, O’Reilly M, Kiyimba N. Discursive Psychology: Implications for Counseling Psychology. COUNSELING PSYCHOLOGIST 2018. [DOI: 10.1177/0011000018780462] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
In this article, we present discursive psychology (DP), a qualitative approach that focuses on the study of conversational and textual materials, including everyday interactions. Although DP is well-established methodologically and theoretically, and is used widely in Europe and in the Commonwealth countries, it is relatively unknown in counseling psychology in the United States. As such, the purpose of this article is to provide a general overview of DP and offer guidance for researchers who may be interested in studying and using DP. We thus discuss practical considerations for utilizing DP, including the development of research questions, carrying out data collection, and conducting DP-informed analyses. We also provide a general overview of the history of DP and key resources for those interested in studying it further, while noting the usefulness of DP for counseling psychology.
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Taylor JM, Kolaski AZ, Wright H, Hashtpari H, Neimeyer GJ. Predicting the evolution of counseling psychology in the United States: results from a Delphi poll of academic training directors. COUNSELLING PSYCHOLOGY QUARTERLY 2018. [DOI: 10.1080/09515070.2018.1428169] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Jennifer M. Taylor
- Department of Educational Psychology, University of Utah, Salt Lake City, UT, USA
| | - Alexandra Z. Kolaski
- Department of Educational Psychology, University of Utah, Salt Lake City, UT, USA
| | - Hannah Wright
- Department of Educational Psychology, University of Utah, Salt Lake City, UT, USA
| | - Halleh Hashtpari
- Department of Educational Psychology, University of Utah, Salt Lake City, UT, USA
| | - Greg J. Neimeyer
- Department of Psychology, University of Florida, Gainesville, FL, USA
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Spengler PM, Lee NA. A funny thing happened when my scientist self and my practitioner self became an integrated scientist-practitioner: A tale of two couple therapists transformed. COUNSELLING PSYCHOLOGY QUARTERLY 2017. [DOI: 10.1080/09515070.2017.1305948] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Paul M. Spengler
- Department of Counseling Psychology, Social Psychology and Counseling, Ball State University, Muncie, IN, USA
| | - Nicholas A. Lee
- Department of Psychology, Radford University, Radford, Virginia, USA
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