Building framework for nursing scholarship: guidelines for appointment and promotion

Area of Science:

• Nursing Academia
• Faculty Advancement
• Scholarly Recognition

Background:

• Nursing education is evolving with new doctoral degrees and a focus on evidence-based practice, comparative effectiveness, and translational research.
• This transformation necessitates a re-evaluation of traditional faculty appointment and promotion criteria in nursing academia.
• Existing pathways may not adequately recognize the distinct yet synergistic contributions of both clinical and research-focused nursing scholars.

Purpose of the Study:

• To outline clear and equitable guidelines for faculty appointment and promotion in nursing academia.
• To incorporate the academic tripartite (teaching, research, service) while acknowledging the unique aspects of clinical and research scholarship.
• To provide a framework that recognizes a broadened view of nursing scholarship and new ways of knowledge creation.

Main Methods:

• Adaptation of Boyer's model of the scholarship of engagement.
• Development of guidelines incorporating shared scholarly activities and distinguishing criteria for clinical and research scholarship at each faculty rank.
• Delineation of a clear trajectory for professorial advancement.

Main Results:

• Proposed guidelines offer a clear and equitable pathway for professorial advancement for both clinician and research faculty.
• Specific sample criteria for clinical and research scholarship are outlined for each standard at each rank.
• The guidelines recognize significant overlap but also distinguishing scholarly activities and outcomes.

Conclusions:

• The proposed guidelines provide a framework for nursing academia to effectively garner the unique contributions and synergy of clinical and research scholars.
• Adoption of these guidelines supports an expanded perspective of nursing scholarship, acknowledging the coexistence of science and practice.
• This framework facilitates a clear trajectory for advancement, recognizing new forms of knowledge creation within the nursing profession.