Boyer's Model for Scholarship
Scholarship in nursing is an imperative element in nursing; the foundation to quality in nursing education and practice. The American Association of Colleges of Nursing defines scholarship in nursing as “those activities that systematically advance the teaching, research, and practice of nursing through rigorous inquiry that (a) is significant to the profession, (b) is creative, (c) can be documented, (d) can be replicated or elaborated, and (e) can be peer-reviewed through various methods" (AACN, 1999, p. 2). Used as a framework in nursing education, Boyer’s Model of Scholarship integrates four types of scholarship to form the basis of scholarly work, contributing to effective teaching and learning (Wittmann-Price & Godshall, 2009). The four types of scholarship include: discovery, integration, application, and teaching.
Scholarship of Discovery
Scholarship of discovery is the first element of Boyer’s model and refers to the pursuit of inquiry and investigation in search of new knowledge (Wittmann-Price & Godshall, 2009). The vitality of the academic environment is dependent on new research contributions (Wittmann-Price & Godshall). Although I have not participated in my own research, I have developed an evidence-based practice project proposal to determine if metered-dose inhalers (MDIs) with holding chambers (spacers) are more advantageous than nebulizers in delivering bronchodilator medication in children with acute asthma exacerbations. I feel this proposal, if pursued, has the potential to influence the nursing practice.
Scholarship of Integration
The scholarship of integration focuses on making connections across disciplines and advancing knowledge through synthesis to bring new insights into original research (Wittmann-Price & Godshall, 2009). I have demonstrated this element by valuing life-long learning by pursuing higher education, acting as a positive role model and mentor, and expression of passion and commitment to the nursing profession. Scholarship of integration is on-going; therefore, I will continue to critically analyze and question the meaning of research findings to develop a more comprehensive understanding. By creating a more broad appreciation the research, the knowledge can be integrated into different disciplines to build interdisciplinary partnerships capable of responding to multi-focal, complex human problems (Hofmeyer, Newton, & Scott, 2007).
Scholarship of Application
The scholarship of application focuses on applying the research findings and innovations to social issues of the times in a dynamic process that generates and examines new theory and knowledge to improve current practice (Wittmann-Price & Godshall, 2009). Throughout my educational journey, I have experienced this scholarship through participation in collaborative learning community group projects, partaking in discussion forums, applying evidence-based research to learning in the form of scholarly papers, and being actively involved in my clinical practicum. As a nurse educator, I will strive to excel in application by disseminating my knowledge and expertise gathered through practice, service, and theory to my students, colleagues, professional organizations, and community/national panels and boards.
Scholarship of Teaching
The central element of scholarship is teaching. This element involves not only transmitting knowledge, but also transforming and extending it to improve the educational process (Wittmann-Price & Godshall, 2009). Throughout my education, I have learned the importance of putting the needs of the learner first and foremost. As a nurse educator, I will strive to promote student learning and their individual desired outcomes by providing encouragement and support in obtaining their goals. I will take a scholarly approach to teaching by reflecting on my teaching, utilizing classroom assessment techniques, discussing teaching issues with colleagues, and applying teaching and learning literature into my teaching discipline.
References:
American Association of Colleges of Nursing. (1999). Position statement on defining scholarship for the discipline of nursing. Retrieved from http://www.aacn.nche.edu/publications/positions/scholar.htm
Hofmeyer,m A., Newton, M., & Scott, C. (2007). Valuing the scholarship of integration and the scholarship of application in the academy for health sciences scholars: Recommended methods. Health Research Policy and Systems 5(5).
Wittmann-Price, R. A. & Godshall, M. (2009). Certified nurse educ ator (CNE) review manual. New York, NY: Springer Publishing Company, LLC.
Scholarship of Discovery
Scholarship of discovery is the first element of Boyer’s model and refers to the pursuit of inquiry and investigation in search of new knowledge (Wittmann-Price & Godshall, 2009). The vitality of the academic environment is dependent on new research contributions (Wittmann-Price & Godshall). Although I have not participated in my own research, I have developed an evidence-based practice project proposal to determine if metered-dose inhalers (MDIs) with holding chambers (spacers) are more advantageous than nebulizers in delivering bronchodilator medication in children with acute asthma exacerbations. I feel this proposal, if pursued, has the potential to influence the nursing practice.
Scholarship of Integration
The scholarship of integration focuses on making connections across disciplines and advancing knowledge through synthesis to bring new insights into original research (Wittmann-Price & Godshall, 2009). I have demonstrated this element by valuing life-long learning by pursuing higher education, acting as a positive role model and mentor, and expression of passion and commitment to the nursing profession. Scholarship of integration is on-going; therefore, I will continue to critically analyze and question the meaning of research findings to develop a more comprehensive understanding. By creating a more broad appreciation the research, the knowledge can be integrated into different disciplines to build interdisciplinary partnerships capable of responding to multi-focal, complex human problems (Hofmeyer, Newton, & Scott, 2007).
Scholarship of Application
The scholarship of application focuses on applying the research findings and innovations to social issues of the times in a dynamic process that generates and examines new theory and knowledge to improve current practice (Wittmann-Price & Godshall, 2009). Throughout my educational journey, I have experienced this scholarship through participation in collaborative learning community group projects, partaking in discussion forums, applying evidence-based research to learning in the form of scholarly papers, and being actively involved in my clinical practicum. As a nurse educator, I will strive to excel in application by disseminating my knowledge and expertise gathered through practice, service, and theory to my students, colleagues, professional organizations, and community/national panels and boards.
Scholarship of Teaching
The central element of scholarship is teaching. This element involves not only transmitting knowledge, but also transforming and extending it to improve the educational process (Wittmann-Price & Godshall, 2009). Throughout my education, I have learned the importance of putting the needs of the learner first and foremost. As a nurse educator, I will strive to promote student learning and their individual desired outcomes by providing encouragement and support in obtaining their goals. I will take a scholarly approach to teaching by reflecting on my teaching, utilizing classroom assessment techniques, discussing teaching issues with colleagues, and applying teaching and learning literature into my teaching discipline.
References:
American Association of Colleges of Nursing. (1999). Position statement on defining scholarship for the discipline of nursing. Retrieved from http://www.aacn.nche.edu/publications/positions/scholar.htm
Hofmeyer,m A., Newton, M., & Scott, C. (2007). Valuing the scholarship of integration and the scholarship of application in the academy for health sciences scholars: Recommended methods. Health Research Policy and Systems 5(5).
Wittmann-Price, R. A. & Godshall, M. (2009). Certified nurse educ ator (CNE) review manual. New York, NY: Springer Publishing Company, LLC.