Expanding and Accumulating Transformative Potential: The Leadership Trajectories of Graduates of a Doctor of Philosophy in Nursing Education Programme.

AIMS

To describe the leadership trajectories of graduates of a Doctor of Philosophy in Nursing Education programme in a single university in the Philippines and examine how the doctoral programme influenced these trajectories.

DESIGN

Qualitative design, specifically thematic narrative analysis.

METHODS

A total of 10 purposively selected graduates of the programme were interviewed with the aid of videoconferencing and life-calendaring methods.

RESULTS

The emerging central narrative theme is transformative potential. Leadership trajectories are characterised by expanding fields of transformative potential from within to beyond their organisations. Doctoral education shapes these trajectories through curriculum-driven capacity building, beyond-curriculum capacity building and character building.

CONCLUSION

The evolving leadership trajectories of graduates of the Doctor of Philosophy in Nursing Education programme are characterised by expanding and accumulating transformative potential.

IMPLICATIONS FOR THE PROFESSION

The findings can help nursing academic institutions design and improve postgraduate degrees, which will develop transformational leaders in the profession.

IMPACT

What problem did the study address? This study aims to map and describe the leadership trajectories of graduates of a Doctor of Philosophy in Nursing Education programme. What were the main findings? The leadership trajectories of graduates are characterised by expanding and accumulating transformative potential. Where and on whom will the research have an impact? The findings can inform the planning, design and evaluation of doctoral nursing degree programmes in higher education institutions, as well as continuing educational programmes for nursing leaders in academic and clinical settings.

PATIENT OR PUBLIC CONTRIBUTION

Initial findings were sent to the graduates of Doctor of Philosophy in Nursing Education programme to validate the qualitative insights as part of member checking.