1. Copyright © Springer Publishing Company, LLC. All Rights Reserved. BECOMING A SCHOLAR IN NURSING EDUCATION – Chapter 16 –

2. Copyright © Springer Publishing Company, LLC. All Rights Reserved. Scholarship of Teaching in Nursing  Scholarship is essential to nursing education to develop and test educational practices  Inquiry about learning and teaching  Seeking evidence for what works and making those findings widely available through various dissemination methods  Way of approaching knowledge generation, testing, and dissemination about teaching 2

3. Copyright © Springer Publishing Company, LLC. All Rights Reserved. Boyer’s Forms of Scholarship 1.Scholarship of discovery: conducting original research that expands current knowledge and understanding in a field 2.Scholarship of integration: developing connections across disciplines and synthesizing research done by others, essential for evidence-based teaching 3.Scholarship of application: applying knowledge to practice and translating research findings into practical interventions that solve problems 4.Scholarship of teaching: inquiry that focuses on student learning that results from our educational practices 3

4. Copyright © Springer Publishing Company, LLC. All Rights Reserved. Views of Scholarship of Teaching in Nursing  As parallel to the scholarship of discovery, i.e., research – But that view negates creative work of nurse educators in developing innovations and new approaches to teaching  As excellence in teaching – But being an outstanding teacher does not mean the nurse educator is a scholar  As applying theory and research to one’s own educational practices – But need products of one's scholarship 4

5. Copyright © Springer Publishing Company, LLC. All Rights Reserved. Scholarship of Teaching in Nursing Includes 1.Original research about teaching with a focus on students and their learning 2.Evaluation studies of educational practices and teaching methods 3.Systematic and other types of reviews that synthesize knowledge and provide evidence for educational practices and decisions 4.Development and application of concepts and theories to guide teaching and assessment 5

6. Copyright © Springer Publishing Company, LLC. All Rights Reserved. Scholarship of Teaching in Nursing Includes (cont) 5.Development of educational innovations and new initiatives with outcomes evaluated 6.Development of new programs, courses, teaching methods, instructional materials, and assessment methods that are systematically evaluated Scholarship of teaching in nursing can take any of these forms, but it is not the same as excellence in teaching evidenced by outstanding student evaluations. 6

7. Copyright © Springer Publishing Company, LLC. All Rights Reserved. Scholarship of Teaching in Nursing Includes (cont)  Criteria to be met 1.Work needs to be public for others to consider and review 2.Scholarship must be subject to peer review and critique 3.Scholarly work must be shared with other nurse educators  Dissemination is critical to build evidence for teaching in nursing 7

8. Copyright © Springer Publishing Company, LLC. All Rights Reserved. Becoming a Scholar  Begin by reflecting on educational practices and experiences, discussing reflections with other educators, and sharing work with colleagues for critique  Continuum of growth of teachers toward the scholarship of teaching – Phase 1: develop personal knowledge about own educational practices and impact on students' learning – Phase 2: dialogue with colleagues about learning and teaching – Phase 3: develop scholarship of teaching 8

9. Copyright © Springer Publishing Company, LLC. All Rights Reserved. Disseminating Scholarship  Venues to disseminate products of scholarship – Present at conferences – Describe work in newsletters – Post summaries of studies, projects, and innovations on relevant websites and school of nursing intranets – Report at faculty meetings – Articles in peer reviewed journals Provide the widest dissemination 9

10. Copyright © Springer Publishing Company, LLC. All Rights Reserved. Writing for Publication  Planning phase – Identify purpose of manuscript – Review literature to build on what has already been published – Select possible journals for submission  Writing phase – Begin with outline to guide writing first draft – Goal of first draft is to write quickly and without concern about grammar and writing style – Then revise for grammar, punctuation, writing style, and format 10

11. Copyright © Springer Publishing Company, LLC. All Rights Reserved. Writing for Publication (cont)  Peer review phase – Conducted by experts in content area who serve as reviewers for journal – Ensures that papers published in journal are of high quality and have accurate and up-to-date content – Reviewers rate quality of manuscript and provide narrative summary of their critique 11

12. Copyright © Springer Publishing Company, LLC. All Rights Reserved. Assessment of Teaching and Scholarship of Teaching  Effective teaching – Be an expert in the content area – Be clinically competent if teaching in laboratory, simulation, and practice setting – Have expert teaching skills – Develop positive interpersonal relationships with learners as a group and individually – Have attributes such as enthusiasm, patience, friendliness, integrity, perseverance, and willingness to admit mistakes 12

13. Copyright © Springer Publishing Company, LLC. All Rights Reserved. Assessment of Teaching and Scholarship of Teaching (cont)  Student evaluations of teaching – Source of information about teacher's effectiveness – Students can make valid and reliable interpretations about quality of teaching from their perspectives – Student ratings and comments provide feedback to teacher on improving teaching  Peer review – Can observe teaching performance and provide feedback to nurse educator about areas to improve – Can evaluate the teacher's scholarship 13

14. Copyright © Springer Publishing Company, LLC. All Rights Reserved. Assessment of Teaching and Scholarship of Teaching (cont)  Teaching portfolio – Collection of materials to document quality of teaching, present innovative teaching and assessment methods, and provide documentation of overall teaching effectiveness – Formative evaluation: to improve teaching Collection of documents for review and critique by others – Summative evaluation: submitted to administrator and to committees such as the appointment, promotion, and review committee for formal peer review 14

15. Copyright © Springer Publishing Company, LLC. All Rights Reserved. Career Development  Certified Nurse Educator  Set short- and long-term career goals for scholarship and identify areas in which further learning and skills development are needed  Faculty development in nursing education 15