Original articlesConstructing Doctoral Leadership Scholarly Role Boundaries Through Intraprofessional Nursing EducationJenkins, Peggy PhD, RN; Jones, Jacqueline PhD, RN, FAAN; Koutlas, Alexis MSN, RN, NE-BC; Courtwright, Suzanne MSN, RN, PNP; Davis, Jessica FNP, AOCNP, ACHPN; Liggett, Lisa RN, MSN, CCRNAuthor Information University of Colorado College of Nursing, Aurora. Correspondence: Peggy Jenkins, PhD, RN, University of Colorado College of Nursing, Mail Stop C288-7, Ed2North, 13120 E. 19th Ave, Room 4227, Aurora, CO 80045 ([email protected]). This study was partially funded by a grant from the Association for Leadership Science in Nursing (formerly the Council on Graduate Education for Administrators of Nursing). The authors have disclosed that they have no significant relationships with, or financial interest in, any commercial companies pertaining to this article. Advances in Nursing Science: October/December 2020 - Volume 43 - Issue 4 - p 360-374 doi: 10.1097/ANS.0000000000000309 Buy Metrics Abstract We conducted an intraprofessional education pilot in which students created DNP/PhD leadership parameters through naturalistic classroom experience. Agile, participatory, action research methodology framed a project spanning 3 semesters. Students' multiple ways of knowing influenced a dynamic cycle of noticing, interpreting, acting, and reflecting. Faculty revised course content “in the moment” to meet unique student needs. Researchers analyzed data using qualitative, interpretive descriptive approach. Four key themes interpreted from intraprofessional education included (1) persistent evolutionary progression toward doctoral collaboration, (2) accelerating uptake of research- into-practice continuum, (3) intentional convergent/divergent curriculum, and (4) mutuality of leadership parameters. © 2020 Wolters Kluwer Health, Inc. All rights reserved.