Scholarship: A New Model to Promote Faculty and Student Success in Nursing Education

14.00
Hdl Handle:
http://hdl.handle.net/10755/603811
Category:
Full-text
Type:
Presentation
Title:
Scholarship: A New Model to Promote Faculty and Student Success in Nursing Education
Other Titles:
A New Model to Advance Scholarship in Nursing Education [Symposium]
Author(s):
Ironside, Pamela; Dreifuerst, Kristina Thomas; Wonder, Amy Hagedorn
Lead Author STTI Affiliation:
Alpha
Author Details:
Pam Ironside, RN, ANEF, FAAN, pamirons@iu.edu; Kristina Thomas Dreifuerst, RN, CNE, ANEF; Amy Hagedorn Wonder, RN
Abstract:
Session presented on Saturday, April 9, 2016: Scholarship: A New Model to Promote Faculty and Student Success in Nursing Education Brief Abstract Scholarship is fundamental to students’ pursuing academic progression at the graduate level and faculty working toward promotion and tenure. To enable student and faculty success, it is vital to clarify expectations for scholarship at different levels of graduate study and academic promotion. This presentation will focus on a new model to support and advance scholarship at different levels within nursing education. The presenters will involve the audience in a discussion about the distinctions between levels and the positive implications for students, faculty, and nursing education.   Full Abstract The importance of scholarship to advance nursing education has garnered national attention. However, the difference between the Practice of Teaching (including Evidence-based Teaching, Scholarly Teaching, and Quality Improvement in Teaching), the Scholarship of Teaching and Learning (SOTL), and Research in Nursing Education remains unclear within the discipline. These concepts, developed over time and lacking consistent meaning and use, are often used interchangeably. As a result, expectations for scholarship are often unclear. A new model is needed to clearly articulate the differences between levels of scholarship, specifically the Practice of Teaching, the SOTL, and Nursing Education Research. Because all levels are important to the academic tripartite role and contribute differently to the advancement of teaching and learning, a new model is needed to consistently guide academic expectations and associated student and faculty decisions about scholarship and dissemination. The educational preparation of faculty and the expectations of an organization can influence decisions about whether to integrate published evidence from a multi-site study within a course, implement quality improvement initiatives for a program, or conduct multi-site rigorous research studies. Similarly, graduate students’, and advance practice nurses’ work often ranges from discovery and generation of new knowledge that varies from small, poorly constructed studies to large multi-site and repeated measures designs to translation and application of research into practice. Therefore, a model is needed to clarify these levels of scholarship to facilitate consistent academic expectations and enable student/faculty success. The presenters will involve the audience in a discussion about scholarship in nursing education and how the model can be used to support students, faculty, and programs.
Keywords:
Practice of Teaching; Scholarship of Teaching and Learning (SOTL); Research in Nursing Education
Repository Posting Date:
29-Mar-2016
Date of Publication:
29-Mar-2016
Other Identifiers:
NERC16F01
Conference Date:
2016
Conference Name:
Nursing Education Research Conference 2016
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing, and National League for Nursing
Conference Location:
Washington, DC
Description:
Nursing Education Research Conference Theme: Research as a Catalyst for Transformative Practice

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleScholarship: A New Model to Promote Faculty and Student Success in Nursing Educationen
dc.title.alternativeA New Model to Advance Scholarship in Nursing Education [Symposium]en
dc.contributor.authorIronside, Pamelaen
dc.contributor.authorDreifuerst, Kristina Thomasen
dc.contributor.authorWonder, Amy Hagedornen
dc.contributor.departmentAlphaen
dc.author.detailsPam Ironside, RN, ANEF, FAAN, pamirons@iu.edu; Kristina Thomas Dreifuerst, RN, CNE, ANEF; Amy Hagedorn Wonder, RNen
dc.identifier.urihttp://hdl.handle.net/10755/603811en
dc.description.abstractSession presented on Saturday, April 9, 2016: Scholarship: A New Model to Promote Faculty and Student Success in Nursing Education Brief Abstract Scholarship is fundamental to students’ pursuing academic progression at the graduate level and faculty working toward promotion and tenure. To enable student and faculty success, it is vital to clarify expectations for scholarship at different levels of graduate study and academic promotion. This presentation will focus on a new model to support and advance scholarship at different levels within nursing education. The presenters will involve the audience in a discussion about the distinctions between levels and the positive implications for students, faculty, and nursing education.   Full Abstract The importance of scholarship to advance nursing education has garnered national attention. However, the difference between the Practice of Teaching (including Evidence-based Teaching, Scholarly Teaching, and Quality Improvement in Teaching), the Scholarship of Teaching and Learning (SOTL), and Research in Nursing Education remains unclear within the discipline. These concepts, developed over time and lacking consistent meaning and use, are often used interchangeably. As a result, expectations for scholarship are often unclear. A new model is needed to clearly articulate the differences between levels of scholarship, specifically the Practice of Teaching, the SOTL, and Nursing Education Research. Because all levels are important to the academic tripartite role and contribute differently to the advancement of teaching and learning, a new model is needed to consistently guide academic expectations and associated student and faculty decisions about scholarship and dissemination. The educational preparation of faculty and the expectations of an organization can influence decisions about whether to integrate published evidence from a multi-site study within a course, implement quality improvement initiatives for a program, or conduct multi-site rigorous research studies. Similarly, graduate students’, and advance practice nurses’ work often ranges from discovery and generation of new knowledge that varies from small, poorly constructed studies to large multi-site and repeated measures designs to translation and application of research into practice. Therefore, a model is needed to clarify these levels of scholarship to facilitate consistent academic expectations and enable student/faculty success. The presenters will involve the audience in a discussion about scholarship in nursing education and how the model can be used to support students, faculty, and programs.en
dc.subjectPractice of Teachingen
dc.subjectScholarship of Teaching and Learning (SOTL)en
dc.subjectResearch in Nursing Educationen
dc.date.available2016-03-29T13:10:22Zen
dc.date.issued2016-03-29en
dc.date.accessioned2016-03-29T13:10:22Zen
dc.conference.date2016en
dc.conference.nameNursing Education Research Conference 2016en
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursing, and National League for Nursingen
dc.conference.locationWashington, DCen
dc.descriptionNursing Education Research Conference Theme: Research as a Catalyst for Transformative Practiceen
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