Re/Affirming and Re/Conceptualizing Disciplinary Knowledge as the Foundation for Doctoral EducationBanks-Wallace, JoAnne PhD, RN; Despins, Laurel MSN, APRN, BC; Adams-Leander, Sheila MSN, RN; McBroom, Leesa MSN, APRN, FNP-C; Tandy, LuAnn BSN, RNAdvances in Nursing Science: January-March 2008 - Volume 31 - Issue 1 - p 67–78 doi: 10.1097/01.ANS.0000311530.81188.88 Original Article Abstract Author Information Global shortages of nurses, limited resources, and increasing transnational crises mandate changes in healthcare planning and delivery. Disciplinary knowledge is integral to the development of nurse practitioners and researchers who can provide leadership role in addressing critical healthcare problems. This collaborative meditation examines how critical reflection about disciplinary knowledge in the context of nursing doctoral education facilitates this endeavor. Factors that constrain the development of disciplinary knowledge are discussed. Suggestions for further development of disciplinary knowledge are offered. Sinclair School of Nursing, University of Missouri–Columbia(Dr Banks-Wallace); University Hospital, Columbia, Missouri and University of Missouri–Columbia (Ms Despins); Doisy College of Health Professions, School of Nursing, St Louis University, St Louis, Missouri and University of Missouri–Columbia (Ms Adams-Leander); William Jewell College, Liberty, Missouri and University of Missouri–Columbia (Ms McBroom); University of Missouri Health Care and University of Missouri–Columbia (Ms Tandy). Corresponding Author: JoAnne Banks-Wallace, PhD, RN, Sinclair School of Nursing, University of Missouri–Columbia, Columbia, MO 65211 (Banksemail@example.com). © 2008 Lippincott Williams & Wilkins, Inc.