Scholarship Discovery In Nursing Education Mentoring for Faculty in Nursing Education
Mentoring plays a critical role in the development of nursing faculty, especially as the academic environment grows more complex. New faculty, in particular, benefit greatly from experienced mentors who can help them navigate the demands of an academic career, such as balancing teaching, research, and service. However, mentoring is not only for novice faculty. Experienced faculty can also benefit from mentoring relationships that guide their career development and provide support for academic endeavors.
Singh, Pilkington, and Patrick (2014) conducted a study that highlights the importance of mentoring in nursing education, particularly in helping faculty establish a research program. Mentoring relationships offer guidance in planning a research program, building partnerships, identifying funding mechanisms, hiring research assistants, managing time, and balancing teaching, research, service, and personal life. This shows that many aspects of a faculty member’s career—especially in research—benefit from the input of seasoned mentors.
Mentoring, therefore, is essential for faculty success in nursing education. It aids in career development, providing faculty members with the tools and support needed to achieve their goals. Faculty should actively seek mentors who can help them navigate the academic environment and offer expertise in areas where they wish to grow.
Teaching as a Scholarly Endeavor in Nursing Education
The concept of teaching as a scholarly endeavor was revolutionized by Ernest Boyer in his landmark work, Scholarship Reconsidered: Priorities of the Professoriate (1990). Boyer argued that scholarship should encompass all aspects of a faculty member’s role, including teaching, research, and service. He called for a balance between research and teaching in evaluating faculty success, emphasizing that teaching should be considered a legitimate form of scholarship.
Boyer’s model includes four types of scholarship:
- Scholarship of Discovery – Traditional research aimed at generating new knowledge.
- Scholarship of Integration – Interdisciplinary work that synthesizes knowledge from different fields.
- Scholarship of Application – The practical application of knowledge to solve real-world problems.
- Scholarship of Teaching – The dissemination of knowledge and the development of innovative teaching methods.
In this expanded view of scholarship, teaching is no longer seen as secondary to research. Instead, it is a critical component of academic work that involves the integration of theory and practice and the effective communication of knowledge to students. Boyer emphasized that faculty should not only engage in original research but also step back to look for connections, bridge the gap between theory and practice, and communicate their findings effectively to students.
This model aligns well with the practice-based nature of nursing, where faculty are responsible for integrating clinical expertise into the educational experience. Teaching becomes a scholarly endeavor when faculty engage in innovative curriculum development, adopt effective teaching strategies, and contribute to the knowledge base of nursing education through research and publications.
Scholarship of Discovery in Nursing Education
The Scholarship of Discovery is rooted in the traditional definition of research, focusing on the generation of new knowledge. This type of scholarship forms the foundation of evidence-based practice in nursing, as it provides the scientific knowledge necessary for the advancement of the discipline. Through the Scholarship of Discovery, faculty engage in scientific inquiry, utilizing research methods to build a solid knowledge base that can inform nursing practice, education, and policy.
The Scholarship of Discovery is critical to the advancement of nursing as a scientific discipline. Faculty members who engage in this type of scholarship contribute to the body of knowledge that underpins evidence-based practice, ultimately improving patient care and outcomes. Furthermore, the Scholarship of Discovery often attracts federal funding, and faculty who engage in this work may have opportunities to secure grants from institutions such as the National Institute of Nursing Research (NINR) and the National Institutes of Health (NIH). This form of scholarship remains a primary focus in nursing education, especially for faculty aiming to achieve tenure and promotion.
Scholarship of Application in Nursing Education
The Scholarship of Application focuses on bridging the gap between theory and practice, making it highly relevant for nursing faculty who are often engaged in clinical practice. This form of scholarship asks how knowledge can be applied to address real-world problems and improve outcomes. For nursing faculty, the Scholarship of Application is particularly important because it allows them to connect their clinical expertise with their academic work, integrating practice into their teaching and research.
Service activities that align with a faculty member’s expertise are considered part of the Scholarship of Application. For example, clinical practice and the development of evidence-based nursing interventions are examples of how nursing faculty contribute to the Scholarship of Application. Faculty members can also disseminate the knowledge they gain through practice by publishing articles in professional journals and presenting their findings at conferences.
The Scholarship of Application is especially relevant in nursing education, where faculty are often involved in service to the profession, whether through clinical practice, professional organizations, or contributions to health policy. Faculty members who excel in this area are not only advancing their careers but also making significant contributions to the profession of nursing by applying theoretical knowledge to real-world practice.
Scholarship of Teaching Faculty in Nursing Education
The Scholarship of Teaching represents the heart of the faculty role. It involves the process of effectively communicating knowledge to students and helping them develop the skills necessary to succeed in their nursing careers. Boyer (1990) argued that teaching should be considered a legitimate form of scholarship, recognizing the creativity and expertise involved in developing innovative curricula and teaching methods.
Effective teaching requires faculty members to engage in continuous learning and reflection, integrating the latest research and clinical practice into their instruction. Faculty who excel in the Scholarship of Teaching contribute to the development of new teaching methods, create engaging learning environments, and promote student-centered learning. They also share their teaching innovations with their colleagues through publications and presentations, contributing to the overall advancement of nursing education.
The Scholarship of Teaching is closely linked to the other forms of scholarship outlined by Boyer. For example, faculty may draw on their research in the Scholarship of Discovery to inform their teaching or use insights gained from the Scholarship of Application to improve their instructional methods. In this way, the Scholarship of Teaching provides a platform for faculty to integrate all aspects of their academic work, enriching both their own professional development and the education of their students.
Conclusion
The concepts of mentoring, scholarly endeavor, and scholarship discovery are integral to the role of faculty in nursing education. Mentoring helps faculty navigate the complexities of academia and provides essential support for career development. Boyer’s model of scholarship has broadened the understanding of faculty work, placing a renewed emphasis on the importance of teaching, research, and service in nursing education.
The Scholarship of Discovery, Application, and Teaching offer nursing faculty multiple avenues for contributing to the advancement of the profession. Through research, faculty generate new knowledge that informs practice and education. By applying this knowledge, they help solve real-world problems in clinical settings. And through the Scholarship of Teaching, they play a vital role in shaping the next generation of nurses, ensuring that students are prepared to meet the challenges of a rapidly changing healthcare environment.
Nursing educators must embrace these diverse forms of scholarship to succeed in their careers and fulfill their responsibilities as teachers, researchers, and practitioners. By doing so, they not only advance their own professional development but also contribute to the growth and evolution of nursing education as a whole.