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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Published on: June 21, 2010

Scholarship in nursing: current view.

Sonia Acorn¹, Marg Osborne²

¹Sonia Acorn, RN, PhD, Professor Emerita, School of Nursing, University of British Columbia, Vancouver, BC.

Nursing Leadership (Toronto, Ont.)

|May 28, 2014

Summary

This summary is machine-generated.

This paper clarifies the definition and criteria of scholarship, distinguishing it from scholarly activities. It emphasizes a broader framework of scholarship, including discovery, integration, teaching, and application, for knowledge generation.

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Area of Science:

Nursing Scholarship
Knowledge Generation
Academic Standards

Background:

Traditionally, research was the sole method for knowledge generation in scholarship.
Boyer's expanded model includes scholarship of discovery, integration, teaching, and application.
This broader framework is more applicable to contemporary academic environments.

Purpose of the Study:

To clarify the definition and criteria of scholarship.
To differentiate between scholarly activities and scholarship.
To establish clear standards for nursing knowledge generation.

Main Methods:

Literature review and conceptual analysis.
Examination of Boyer's model of scholarship.
Comparative analysis of scholarly activities versus scholarship.

Main Results:

Scholarship encompasses discovery, integration, teaching, and application.
Scholarly activities are distinct from, but may contribute to, scholarship.
Clear criteria are needed to define and evaluate scholarship.

Conclusions:

A broader understanding of scholarship is essential for academic disciplines, including nursing.
Differentiating scholarly activities from scholarship ensures accurate evaluation of knowledge generation.
Adopting a comprehensive scholarship framework supports robust academic and professional advancement.