Reference no: EM133388850
When most people thing of scholarship, they automatically think of doing research and publishing that research. While scholarship does involve this type of work, it goes much deeper than doing research. It is also about learning new methods for teaching and about transferring that passion for research to the students we teach. I found some great information from an article by Peterson and Stevens (2013) that I thought I would share:
According to the Position Statement on Defining Scholarship for the Discipline of Nursing there are four different dimensions of scholarship. These expand upon the work of Boyer and are (a) the Scholarship of Discovery, (b) the Scholarship of Teaching, (c) the Scholarship of Application, and (d) the Scholarship of Integration. All four types of scholarship are essential to nursing and its professional growth especially for critically thinking and problem-solving health care issues in today's challenging economic climate" (p. 84).
Nursing faculty are challenged to continue to offer quality education with the increasing student numbers in the classroom, nursing labs and hospital sites. At the same time faculty are experiencing dwindling faculty lines, limited clinical sites, and less than adequate educational resources. Many nursing faculty have developed innovative ways of continuing excellent instruction given current resources. (p. 87)
The Scholarship of Integration occurs when nursing interacts with other disciplines to complete analysis of health policy, development of interdisciplinary educational programs and service projects, integrative reviews of the literature, and integrative models or paradigms across disciplines. Scholarship in this context would engage academic and civic. (p. 84)
Application is clearly germane to practice. Nursing faculty engage in the scholarship of application in a variety of ways including advanced clinical practice, staff development, clinical problem solving, and consultation work. The scholarship of application is discipline specific and may not result in a product in the traditional sense of the word but may result in products that allow for practice application such as policy development, practice protocols, care pathways or manuals. (p. 88)