Position Statement Document (PDF)
Task Force Team Members - Laurie Carty RN, PhD. Faculty of Nursing. University of Windsor
- Angela Gillis RN, PhD. School of Nursing, St-Francis Xavier University
- Mary Anne Krahn RN, MScN School of Health Sciences, Fanshawe College
- Claudette Kelly RN, PhD. School of Nursing, University College of the Cariboo.
- Maureen Laryea RN, DPhil. (Chair), School of Nursing
- Memorial University of Newfoundland
- Maureen Little RN, MScN School of Health and Human Services, Selkirk College
BackgroundCanadian schools of nursing are in the process of redefining the traditional boundaries of scholarship to appropriately reflect the challenges of a practice discipline and the full range of academic functions expected of nursing faculty. Nursing engages in the creation of a body of scientific knowledge, utilizes knowledge from nursing and other disciplines in practice, transmits knowledge to a variety of learners, and integrates knowledge into professional service to meet society’s needs and advance its well-being.CASN (2001) established the Task Force on Definition of Scholarship to examine the uniqueness, complexity and multidimensionality of scholarship itself. The Task Force developed a statement that describes our understanding of scholarship in nursing and reflects the broad range of scholarly activities that characterize the role of nursing faculty in academic communities.Definition of scholarship in nursingScholarship in nursing encompasses a full range of intellectual and creative activities that may include the generation, validation, synthesis, and/or application of knowledge to advance the teaching, research and practice of nursing. It is associated with achievement of excellence, rigorous inquiry, reflective thought, expert knowledge, openness to criticism, peer review, and new ways of viewing phenomena of concern to nursing. It includes inquiry that builds a scientific body of nursing knowledge (scholarship of discovery), inquiry that supports the pedagogy of the discipline and the transfer of knowledge to learners (scholarship of teaching), generation and use of specialized nursing knowledge outside the work setting (scholarship of service), the advancement of clinical knowledge through expert practice (scholarship of application), and the development of new insights as a result of interdisciplinary work (scholarship of integration) ( Boyer, 1990; Riley et al., 2002).While the emphasis on one or more of the dimensions (discovery, teaching, service, application and integration) may vary from one university or college to another, depending on the institution’s mission, the pursuit of excellence will not. To achieve the level of excellence required of scholarship, the work should be guided by the standards identified by Glassick, Taylor Huber, and Maeroff (1997). These six qualitative standards include: clear goals; adequate preparation; appropriate methods; significant results; effective presentation; and reflective critique1. The standards also provide a process for engaging in academic work that is systematic and promotes the rigor required of scholarly achievements.Assumptions- All nurses in academia have a responsibility to engage in and advance scholarship.
- Scholarship in nursing produces various types of knowing depending upon the context and setting in which it occurs.
- The dimensions of scholarship (discovery, teaching, service, application, and integration) are fluid, dynamic and frequently overlapping.
- Emphasis on scholarship is maintained and promoted at all developmental stages of the faculty.
Scholarship of discoveryThe scholarship of discovery is defined as a process of creating new and unique knowledge specific to the discipline of nursing. This represents the most traditional form of scholarship and includes knowledge gained through research. It takes the form of systematic investigation into phenomena of concern to nursing using a range of quantitative and qualitative approaches, the results of which add to, confirm, or reject what is already known (Storch & Gamroth, 2002).The scholarship of discovery is integral in building a strong scientific basis for nursing practice, education, research and administration. Motivation can be inspired by a natural curiosity, a view of knowledge as an end in itself, and/or ultimately, a desire to improve the health of society. This scholarship may take many forms and is inclusive of a range of paradigms including positivism, interpretivism, and critical perspectives. Each of these perspectives has its own assumptions of what constitutes scientific knowledge and how the phenomena should be studied.Nurse scholars may engage independently and autonomously in the scholarship of discovery. Nurse scholars may also work collaboratively to engage in the scholarship of discovery that contributes to the improved health of society. Through this scholarship nurse researchers ask the question: “What is to be known about nursing phenomena?” (Storch & Gamroth, 2002).Examples of the scholarship of discovery- A faculty member is principal investigator on a research team to identify the mediating effects of physical activity on fatigue in patients with COPD.
- A faculty member conducts a qualitative investigation into patients’ experiences of caring in an emergency department of a regional hospital.
- A faculty member designs and tests a valid reliable and parsimonius instrument to measure continuity and discontinuity of self following a stroke.
- A team of faculty undertake a study to describe characteristics, attitudes and communications of nurses regarding hospice and caring for terminally ill patients.
Evidence of the scholarship of discoveryDocumented evidence of the Scholarship of Discovery may include but is not limited to any of the following:1. Peer reviewed 2 grant awards in support of research related projects;
2. Peer reviewed publications of research based, philosophical, or theoretical manuscripts;
3. Peer reviewed presentation of papers at scientific and scholarly conferences;
4. Provincial, regional, national, or international recognition as a scholar in a specified area.Scholarship of teachingThe scholarship of teaching is defined as the conveyance of the science and art of nursing from the expert to the novice, building bridges between the teacher’s understanding and the student’s learning (Boyer, 1990). This dimension involves an approach in which teachers read widely and are intellectually engaged while individualizing learning, adapting to different learning styles, integrating evidenced based practice and understanding how knowledge is acquired and co-constructed. Teachers and students join together on a journey of discovery and develop relationships that model the healthy relationships expected between nurses and patients. This results in consistency of outcomes for student learning, a deeper understanding of the disciplines of nursing and education and the development of a scholarly way of being. For teaching to be scholarly, educational activities must be carefully planned and examined (Storch & Gamroth, 2002).Nursing is a practice discipline, therefore, how practice is learned, and how competency is maintained must be considered. Through the scholarship of teaching, nurse educators foster life-long learning and a spirit of inquiry. Appraisal of scholarly teaching includes self-assessment, peer assessment, and student assessment, so that these skills are fostered in the learner (Riley et al., 2002; Storch & Gamroth, 2002). In addition, learning experiences leading to scholarly writing and publication are created (Pullen, Reed & Oslar, 2001). Thus, future nurse scholars are developed, knowledge expanded and the profession of nursing is advanced. This dimension of scholarship asks the question “How are practitioners best prepared to be life-long effective learners?” (Riley, et al., 2002).
2 Peer review: A committee of individuals with similar professional status and with recognized expertise in the particular phenomenon under review.
Examples of the scholarship of teaching- A faculty member participates in the development, implementation and evaluation of an innovative curriculum grounded in First Nations cultures.
- A faculty member responds to the downsizing of acute care hospitals by developing non-traditional practice opportunities for students and evaluates the results.
- A faculty member integrates and evaluates CD-ROM technology in the delivery of a course, thereby transforming the learning experiences of the students. • A faculty member assists students to develop papers for peer reviewed journals.
Evidence of the scholarship of teachingDocumented evidence of the scholarship of teaching may include but is not limited to the following:1. Peer reviewed presentations and/or publications regarding teaching and learning;
2. Peer reviewed grant awards for teaching and learning support.Scholarship of serviceRiley et al. (2002) state that service as a domain of nursing scholarship has received little attention from scholars and consequently it is not well understood; yet, it is crucial for a holistic model of nursing scholarship. Service to society is a professional expectation. The need to know and the subsequent need to do for society is a feature that distinguishes a practice discipline like nursing from non-practice disciplines (Riley et al., 2002). Nursing is distinctive as the only profession that integrates the biological, psychological, and sociological sciences with the arts and spiritual knowledge, making a unique contribution to society. The scholarship of service is defined as the generation and use of specialized nursing knowledge outside the work setting (Riley et al., 2002).Nurses bring a spirit of inquiry, critical thought and reflection to their service commitments which lead to new perspectives and understandings. From this type of scholarship, the specialized knowledge and experience of nurses are used to shape the future of the profession, contribute to social efforts, advance nursing values, and benefit human and social welfare. The scholarship of service asks the question: “How does nursing knowledge, used outside the workplace, contribute to meeting society’s needs and advance its well-being?” (Riley, et al.). Assessment of the scholarship of service uses the standards that are appropriate to the full range of scholarship (clear goals, adequate preparation, appropriate methods, significant results, effective presentation and reflective critique).Examples of the scholarship of service- A faculty member serves on a community board to establish group homes for mentally challenged individuals who will be relocated from institutional environments. In this capacity the faculty member contributes nursing knowledge about this special population and uses this knowledge to create policies and analyze their contribution to improved health and well-being of the group home residents.
- A faculty member engages in an international multidisciplinary service outreach project to extend humanitarian care to an African community with AIDS. The faculty member uses her knowledge and expertise regarding AIDS, community development, and education to design a model for delivery of services and health education for the population affected and rigorous dissemination3 of the same.
- A faculty member contributes to the development of the profession through service on a national committee designed to examine and revise the code of ethics. This involves review of relevant literature, critical analyses, professional consultations, reflection and drafting of a document. 3 Dissemination: Distribution of knowledge and information.
Evidence of the scholarship of serviceDocumented evidence of the scholarship of service may include but is not limited to the following:1. Descriptive reports or other documentation that outline the professional contributions and outcomes resulting from service activities;
2. Professional consultation to external groups/organizations such as NGOs;
3. Publications in peer reviewed professional literature;
4. Peer reviewed presentations at professional conferences.Scholarship of integrationThe scholarship of integration is defined as the generation of new knowledge and perspectives from purposeful examination of original work in nursing, and other disciplines (Boyer, 1990). Synthesizing findings and discovering patterns and connections within nursing and across disciplines creates an integration of knowledge and brings new meanings to original work. This is congruent with nursing’s tradition of holism and of the integration of knowledge across disciplines. Multiple perspectives and interdisciplinary integration are an identifying feature of this type of scholarship. Nurse scholars integrate bio, psycho, socio-political, economic and cultural foci influencing nursing questions to create new ways for promoting health. The scholarship of integration is useful in answering the question: “What do the findings mean in this context?” (Storch & Gamroth, 2002).Examples of the scholarship of integration- Establishing a collaborative interdisciplinary team to explore the health concerns of women as caregivers of dependent adults.
- Reviewing the literature across nursing, psychology, and health education to develop an integrated model of health promotion for use with adolescents.
- Conducting a policy analysis of the impact of gambling casinos on the health of a community.
Evidence of the scholarship of integrationDocumented evidence of the scholarship of integration may include but is not limited to the following:1. Publication of a textbook that synthesizes different professional perspectives on an issue;
2. Creation of a policy analysis paper to influence legislation on a health or professional issue;
3. Development of a new interdisciplinary program to improve the health and wellbeing of society and dissemination of the same;
4. Development of an evaluation tool based on a review of the literature and consultations with experts in nursing, education and other disciplines and dissemination of the same.Scholarship of applicationThe scholarship of application is defined as the reflective investigation of the dynamic interaction between nursing theory and practice. From this investigation new understandings are developed as nursing practices are explored in relation to peer reviewed concepts, principles, research findings, and theories. The maintenance of practice competency of faculty and the advancement of practice knowledge in the discipline of nursing are critical components of the scholarship of application. This form of scholarship asks the question “How can this knowledge be helpful to society?” (Storch & Gamroth, 2002).Examples of the scholarship of application- A faculty member engages in practice within a Public Health Nursing agency to experience the context of practice. The faculty member reflects on the relationship between theories taught in the nursing curriculum and the efficacy of the implementation of these theories in this practice context. This reflection leads to a detailed analysis of the bridges and gaps between theory and practice. The knowledge gained informs the faculty member in subsequent development of practice courses.
- faculty member helps develop evidence-based practice standards and protocols for a new out-patient care unit in collaboration with current practitioners and consumers.
- A faculty member collaborates with ward staff on a demonstration project to evaluate the outcomes of an early discharge program the results of the demonstration project are peer reviewed and disseminated. Students under faculty guidance are involved in data collection, synthesis and analysis.
Evidence of the scholarship of applicationDocumented evidence of the scholarship of application may include but is not limited to the following:1. Peer reviewed grant awards in support of practice initiatives;
2. Peer-reviewed presentations related to health and health care issues;
3. Synthesis of literature related to a particular health care problem;
4. Evaluative Reports of practice demonstration projects including recommendations for future implementation;
5. Publication of policy papers related to practice and to larger health issues
impacting society and with peer review and dissemination. ConclusionThis document provides a dynamic framework for describing the scholarship of nursing as a practice discipline. The standards of scholarly work and dimensions of scholarship that constitute this framework form an interdependent whole that reflects the richness and diversity of academic nursing’s contribution to society’s health.ReferencesBoyer, E. L. (1990). Scholarship revisited: Priorities of the professoritate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.Glassick, C. E., Huber, M. T. & Maeroff, G. I. (1997) Scholarship assessed: Evaluation of the professoriate. San Francisco: Jossey-Bass.Pullen, R. L., Reed, K. E. & Oslar, K. S. (2001). Promoting clinical scholarship through scholarly writing. Nurse Educator, 26(2), 81-83.Riley, J. M., Beal, J., Levi, P., & McCausland, M. P. (2002). Revisioning nursing scholarship. Journal of Nursing Scholarship, 34(4), 383-389. |