576 ■ III: ROLE FUNCTIONS OF DOCTORAL ADVANCED NURSING PRACTICE
Schön, D. A. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.
Smeltzer, S. C., Sharts-Hopko, N. C., Cantrell, M. A., Heverly, M. A., Nthenge, S., & Jenkinson, A. (2015).
A profile of U.S. nursing faculty in research- and practice-focused doctoral education. Journal of
Nursing Scholarship, 47 (2), 178–185.
Smith Glasgow, M. E., Dunphy, L. M., & Mainous, R. O. (2010). Innovative nursing educational cur-
riculum for the 21st century. In the future of nursing: Leading change, advancing health (pp. G8–G12).
Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing at the
Institute of Medicine. Washington, DC: National Academy of Sciences. Retrieved from http://
http://www.nap.edu/catalog/12956.html
Stevens-Long, J., Schapiro, S. A., & McClintock, C. (2003) Passionate scholars: Transformative learning
in doctoral education. Adult Education Quarterly, 62 (2), 180–198. doi:10.1177/0741713611402046
Taylor, E. W. (1998). The theory and practice of transformative learning: A critical review (Information Series
No. 374). Columbus, OH: Eric Clearinghouse on Adult, Vocational and Continuing Education.
Taylor, E. W. (2007). An update of transformative learning theory: A critical review of the empirical
research (1999–2005). International Journal of Lifelong Education, 26 , 173–191.
Taylor, E. W. (2008). Transformative learning theory. In S. Merriam (Ed.), Third update of adult learn-
ing theory: New directions for adult and continuing education no. 119 (pp. 5–15). San Francisco,
CA: Jossey-Bass.