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Defining scholarly activity in nursing education.

S C Baird, A Biegel, A Bopp

    The Journal of Nursing Education
    |April 1, 1985
    PubMed
    Summary

    Defining scholarly activities for nursing faculty evaluation is crucial. This study found that perceptions of scholarly work vary significantly based on institutional factors, impacting promotion and tenure considerations.

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    Area of Science:

    • Nursing Education Research
    • Faculty Evaluation Models
    • Scholarly Activity

    Background:

    • Determining scholarly activities for nursing faculty evaluation is complex.
    • Existing models may not consistently define or value diverse scholarly contributions.
    • National League for Nursing (NLN) accredited baccalaureate programs are key settings for this evaluation.

    Purpose of the Study:

    • To identify activities considered scholarly for inclusion in nursing faculty evaluation.
    • To explore differences in the perception of scholarly activities based on institutional characteristics.
    • To inform the development of comprehensive nursing faculty evaluation models.

    Main Methods:

    • Survey distributed to all NLN-accredited baccalaureate nursing programs.

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  • Instrument items developed using the Delphi method.
  • Pilot study conducted to establish inter-respondent reliability; 73% response rate achieved.

    • Main Results:

    • Over 50% of surveyed institutions consider scholarly activity highly important for promotion and tenure.
    • Significant variations exist in what constitutes scholarly activity.
    • Differences were noted based on institution size, type, and presence of graduate nursing programs.

    Conclusions:

    • The definition and importance of scholarly activities in nursing faculty evaluation are not uniform.
    • Institutional context significantly influences the perception and valuation of scholarly work.
    • Further research is needed to develop standardized and inclusive criteria for nursing faculty scholarly evaluation.