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Facilitating scholarship among clinical faculty
1University of Arizona, College of Nursing, 1305 N. Martin, Tucson, AZ 85741-0203, USA. ejones@nursing.arizona.edu
Summary
This article presents a model for clinical scholarship tailored to clinical-track faculty, emphasizing its importance in patient care and academic roles. A key strategy involved creating a Director of Clinical Scholarship to enhance faculty support and engagement in scholarly activities.
Area of Science:
- Nursing Education
- Academic Scholarship
- Clinical Practice
Background:
- Contemporary scholarship definitions often overlook clinical-track faculty, particularly those without doctoral degrees.
- Existing discussions on clinical scholarship primarily focus on direct patient care improvements.
- Clinical-track faculty play a vital role as professional role models and active participants in university life.
Purpose of the Study:
- To describe an evolving model of clinical scholarship for clinical-track faculty.
- To highlight the integration of academic and clinical scholarship for this faculty group.
- To present strategies for fostering scholarship among clinical-track faculty.
Main Methods:
- Development of a model for clinical scholarship.
- Establishment of a Director of Clinical Scholarship position.
- Presentation of activities and resources to support faculty scholarship.
Main Results:
- The creation of a dedicated Director of Clinical Scholarship position was a key strategy.
- Organizational support for scholarship activities was strengthened.
- Preliminary evaluation indicates engagement in scholarship activities among clinical-track faculty.
Conclusions:
- A structured model and dedicated support are crucial for advancing clinical scholarship among clinical-track faculty.
- Clinical scholarship aligns with the dual roles of clinical expertise and academic contribution.
- Fostering scholarship enhances the professional development and impact of clinical-track faculty.