2.50
Hdl Handle:
http://hdl.handle.net/10755/338370
Category:
Abstract
Type:
Presentation
Title:
From IRB to Publication in Four Months: Can You Do It?
Author(s):
Stanley, Mary Jo C.; Finke, Susan E.; Pina-Thomas, Deborah Maria; Phillips, Lynn; Galatzan, Benjamin J.; Millot, Denise E.
Lead Author STTI Affiliation:
Xi Phi
Author Details:
Mary Jo C. Stanley, PhD, mstanley@uccs.edu; Susan E. Finke, MSN, RN; Deborah Maria Pina-Thomas, MSN, RN; Lynn Phillips, RN, CNS; Benjamin J. Galatzan, MSN, RN; Denise E. Millot, MSN, RN
Abstract:
Session presented on Friday, September 26, 2014: Purpose: To promote scholarly activity for nurse educators regardless of a formal research role, a model for research and scholarship in a non-research intensive academic setting is presented. Through Boyer’s model of scholarship, nurse educators engage in meaningful scholarly work influencing academic environments while enhancing the practice of education. Boyer’s four descriptors of scholarship: integration, discovery, application, and teaching provide the theoretical structure for this research and scholarship model. Methods: Collaborative efforts with tenure, non-tenure, community partners, and disciplines within the college and cross campus provide the bases for shared studies and projects. Areas of inquiry were discussed with the undergraduate team and a strategic plan that focused on educational strategies was created. Results: In less than a year two research studies have been completed, an educational teaching strategy has been piloted, a manuscript has been accepted for publication, two grants have been written, and multiple studies and collaborative efforts have been planned for the coming academic year. This model has had multiple benefits including: faculty development, increased interest in research, cross discipline collaboration, increased collaboration with community partners, faculty interested in pursuing doctoral degrees, and professional achievement as research and scholarship supports teaching and service requirements. Inclusion of a research and scholarship model has been overwhelmingly positive with faculty enthusiastically involved in scholarly activity. Through the use of the research and scholarship model, educators are actively role modeling EBP as part of their educational practice. Results from the first two research studies were unexpected and prompted a re-evaluation of specific teaching skills. Outcomes from the studies were feed back into curriculum for program improvement. The model is resource sparing as all faculty share in data collection, writing, and analysis. Tenure track faculty fulfill the primary investigator role in research projects and mentor non-tenured faculty promoting leadership and intra-collaboration amongst all faculty. In addition, publishing and dissemination are incentives for both tenure and non-tenured faculty to participate in this collaborative model. Conclusion: As we examine the practice of scholarship and research in nursing education, we must not be deterred from participating based on faculty roles that do not require scholarship or institutions that are not research- intensive. A scholarship and research model in undergraduate nursing supports the idea that scholarly work enhances the practice of education while building a community of scholars.
Keywords:
Scholarship and Research; Boyer's Model of Scholarship
Repository Posting Date:
15-Jan-2015
Date of Publication:
15-Jan-2015
Conference Date:
2014
Conference Name:
Leadership Summit 2014
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Leadership Summit 2014 Theme: Personal. Professional. Global. Held at the Indianapolis Marriott Downtown, Indianapolis.
Note:
This is an abstract-only submission. If the author has submitted a full-text item related to this abstract, you may find it by browsing the repository by author. If author contact information is available in this abstract, please feel free to contact him

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleFrom IRB to Publication in Four Months: Can You Do It?en_GB
dc.contributor.authorStanley, Mary Jo C.en_GB
dc.contributor.authorFinke, Susan E.en_GB
dc.contributor.authorPina-Thomas, Deborah Mariaen_GB
dc.contributor.authorPhillips, Lynnen_GB
dc.contributor.authorGalatzan, Benjamin J.en_GB
dc.contributor.authorMillot, Denise E.en_GB
dc.contributor.departmentXi Phien_GB
dc.author.detailsMary Jo C. Stanley, PhD, mstanley@uccs.edu; Susan E. Finke, MSN, RN; Deborah Maria Pina-Thomas, MSN, RN; Lynn Phillips, RN, CNS; Benjamin J. Galatzan, MSN, RN; Denise E. Millot, MSN, RNen_GB
dc.identifier.urihttp://hdl.handle.net/10755/338370-
dc.description.abstractSession presented on Friday, September 26, 2014: Purpose: To promote scholarly activity for nurse educators regardless of a formal research role, a model for research and scholarship in a non-research intensive academic setting is presented. Through Boyer’s model of scholarship, nurse educators engage in meaningful scholarly work influencing academic environments while enhancing the practice of education. Boyer’s four descriptors of scholarship: integration, discovery, application, and teaching provide the theoretical structure for this research and scholarship model. Methods: Collaborative efforts with tenure, non-tenure, community partners, and disciplines within the college and cross campus provide the bases for shared studies and projects. Areas of inquiry were discussed with the undergraduate team and a strategic plan that focused on educational strategies was created. Results: In less than a year two research studies have been completed, an educational teaching strategy has been piloted, a manuscript has been accepted for publication, two grants have been written, and multiple studies and collaborative efforts have been planned for the coming academic year. This model has had multiple benefits including: faculty development, increased interest in research, cross discipline collaboration, increased collaboration with community partners, faculty interested in pursuing doctoral degrees, and professional achievement as research and scholarship supports teaching and service requirements. Inclusion of a research and scholarship model has been overwhelmingly positive with faculty enthusiastically involved in scholarly activity. Through the use of the research and scholarship model, educators are actively role modeling EBP as part of their educational practice. Results from the first two research studies were unexpected and prompted a re-evaluation of specific teaching skills. Outcomes from the studies were feed back into curriculum for program improvement. The model is resource sparing as all faculty share in data collection, writing, and analysis. Tenure track faculty fulfill the primary investigator role in research projects and mentor non-tenured faculty promoting leadership and intra-collaboration amongst all faculty. In addition, publishing and dissemination are incentives for both tenure and non-tenured faculty to participate in this collaborative model. Conclusion: As we examine the practice of scholarship and research in nursing education, we must not be deterred from participating based on faculty roles that do not require scholarship or institutions that are not research- intensive. A scholarship and research model in undergraduate nursing supports the idea that scholarly work enhances the practice of education while building a community of scholars.en_GB
dc.subjectScholarship and Researchen_GB
dc.subjectBoyer's Model of Scholarshipen_GB
dc.date.available2015-01-15T13:36:24Z-
dc.date.issued2015-01-15-
dc.date.accessioned2015-01-15T13:36:24Z-
dc.conference.date2014en_GB
dc.conference.nameLeadership Summit 2014en_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.descriptionLeadership Summit 2014 Theme: Personal. Professional. Global. Held at the Indianapolis Marriott Downtown, Indianapolis.en_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item related to this abstract, you may find it by browsing the repository by author. If author contact information is available in this abstract, please feel free to contact himen_GB
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