1. T HE B ROAD H ORIZONS OF S CHOLARSHIP : A PPLYING B OYER ’ S M ODEL Nathan Lindsay & Dan Stroud School of Nursing Presentation October 30 th, 2013

2. Presentation Learning Outcomes Participants in this session will be able to: outline the four areas of scholarship recommended by Boyer describe how these can be applied within the field of nursing analyze examples of how this has been implemented at several institutions recommend ways to implement Boyer’s principles at UMKC

3. During the fall semester, at which of the following KC events/locations are you most likely to be found? 1. In the Country Club Plaza 2. At the Kansas City Zoo 3. In the Jazz District 4. At a Chiefs game 5. In the library 6. Walking my dog in my neighborhood 7. At an assessment workshop

4. Which of the following qualities is most important in a new graduate nurse? 1. Ability to be decisive, even in urgent situations 2. The ability to communicate clearly 3. Skills in managing multiple tasks by prioritizing and delegating 4. Successful participation in a teamwork environment 5. Providing care for all patients, respecting the diversity of each patient 6. Ability to build a trusting relationship with patients and co- workers 7. Making sounds judgments using education, experience, and available resources

5. There are many different types of scholarship that I value in my work. 1. Strongly agree 2. Agree 3. Neither agree nor disagree 4. Disagree 5. Strongly disagree 6. Not applicable

6. Scholarship: Beginnings & Theory Ernest Boyer “Since colonial times, the American Professoriate has responded to mandates both from within the Academy and beyond. First came teaching, then service, and finally the challenge of research.” - From Boyer’s Scholarship Reconsidered: Priorities of the Professoriate (1990) In this seminal work, Boyer calls for an end to “old teaching versus research” debate, while broadening the scope of scholarship to include: 1. Scholarship of discovery 2. Scholarship of integration 3. Scholarship of application 4. Scholarship of teaching

7. Scholarship in Nursing Definition - those activities that systematically advance the teaching, research, and practice of nursing through rigorous inquiry that: 1. Is significant to the profession 2. Is creative 3. Can be documented 4. Can be replicated or elaborated 5. Can be peer reviewed American Association of Colleges of Nursing: Advancing Higher Education in Nursing (2013). Accessed at http://www.aacn.nche.edu/publications/position/defining-scholarship

8. Scholarship Assumptions  Nurses in academia have a responsibility to not only engage but also to increase and carry scholarship forward.  Scholarship in nursing can produce various types of knowledge based on context and setting.  All four dimensions of scholarship can be considered fluid, dynamic and having the ability to overlap.  Emphasis on scholarship is maintained and promoted at all levels of faculty development. Canadian Association of Schools of Nursing. Accessed at http://www.casn.ca/en/46.html

9. Scholarship of Discovery Definition - “Is inquiry that produces the disciplinary and professional knowledge that is at the heart of academic pursuits. - In nursing, … “it takes an expanded view of health by emphasizing health promotion, restoration, and rehabilitation, along with a commitment to caring and comfort.” See American Association of Colleges of Nursing, accessed at http://www.aacn.nche.edu/publications/position/defining-scholarship.

10. Scholarship of Discovery At its best, the scholarship of discovery makes generous contributions, not only to human knowledge in general, but as Boyer intimates, it also adds “to the intellectual climate of a college or university.” Examples 1. James Watson – DNA research 2. Hannah Arendt – Political philosopher 3. Noam Chomsky – Transformed linguistics

11. Achieving Excellence in Scholarship Six Standards 1. Clear Goals 2. Adequate Preparation 3. Appropriate Methods 4. Significant Results 5. Effective Presentation 6. Reflective Critique See Scholarship assessed: Evaluation of the professoriate by Glassick, Taylor Huber, and Maeroff (1997)

12. Types of Discovery Scholarship 1. Primary empirical research  A variety of qualitative and quantitative designs is used, including experimental, quasi-experimental, descriptive, exploratory, case studies, and ethnography. Source materials include primary empirical measurements, observations and specimens, databases created for other purposes, and published reports of research. 2. Historical research 3. Theory development 4. Methodological studies 5. Philosophical studies American Association of Colleges of Nursing: Advancing Higher Education in Nursing (2013). Accessed at http://www.aacn.nche.edu/publications/position/defining-scholarship

13. Scholarship of Discovery (Examples) 1. Faculty member is the main investigator on a research team. Team’s purpose is to identify mediating effects of physical activity on fatigue in patients with Chronic Obstructive Pulmonary Disease (COPD). 2. A team of faculty undertake a study to describe characteristics, attitudes and communications of nurses regarding hospice and caring for terminally ill patients.

14. Scholarship of Discovery Discussion  What types of the Scholarship of Discovery have you and your colleagues engaged in recently, or what are you plans for the coming year?  What Scholarship of Discovery from other researchers has been useful to you or influential in your work?

15. Scholarship of Integration Definition - “Refers to writings and other products that use concepts and original works from nursing and other disciplines in creating new patterns, placing knowledge in a larger context, or illuminating the data in a more meaningful way.” See American Association of Colleges of Nursing, accessed at http://www.aacn.nche.edu/publications/position/defining-scholarship.

16. Scholarship of Integration Giving perspective and meaning to isolated facts. Connecting across disciplines. Bringing new insight together in and around original research. Philosopher-physicist Michael Polyani called these things “overlapping (academic) neighborhoods.” Has the effect of fitting one’s own research into larger intellectual patterns.

17. Scholarship of Integration (Examples) 1. Establishing a collaborative interdisciplinary team to explore the health concerns of women as caregivers of dependent adults. 2. Conducting a policy analysis of the impact of gambling casinos on the health of a community.

18. Scholarship of Integration Discussion  What examples of the Scholarship of Integration have you seen in your work?  What are some things the School of Nursing faculty could do to increase interaction and scholarship between departments, as well as with other disciplines?

19. Scholarship of Application Definition - “Encompasses all aspects of the delivery of nursing service, where evidence of direct impact in solving health care problems or in defining the health problems of a community is presented.” See American Association of Colleges of Nursing, accessed at http://www.aacn.nche.edu/publications/position/defining-scholarship.

20. Scholarship of Application Boyer suggests a shift in thinking about scholarship. Out With the Old – No longer should we look at knowledge “first discovered and then applied.” In With the New – new understanding can and should now spring from the very applications themselves.

21. Scholarship of Application (Examples) 1. A faculty member aids in the development of evidence- based practice standards and protocols for an out-patient care unit. This is performed in collaboration with practitioners and consumers who are currently in need. 2. Another faculty member collaborates with staff on a demo project to evaluate the outcomes of a particular project that is then peer reviewed and disseminated. Students are used in this project to gather data, as well as aiding in the synthesis and analysis of the project.

22. Scholarship of Application Discussion  What examples of the Scholarship of Application have you seen in your work?  What barriers exist to the Scholarship of Application, and how can these be overcome?

23. Scholarship of Teaching Definition - “Is inquiry that produces knowledge to support the transfer of the science and art of nursing from the expert to the novice, building bridges between the teacher’s understanding and the student’s learning.” See American Association of Colleges of Nursing, accessed at http://www.aacn.nche.edu/publications/position/defining-scholarship.

24. Scholarship of Teaching Foremost in this discussion is that teaching begins with the professor’s expertise. Boyer (1990) emphasized that good teachers offer active rather than passive education.  Students should be encouraged through solid education to press forward with the skill and perseverance of capable critical thinkers, who are able to stand on the principles of their teacher/mentors.

25. Scholarship of Teaching (Examples) 1. A faculty member participates in the development, implementation and evaluation of an innovative curriculum. 2. A faculty member assists students to develop papers for peer reviewed journals. 3. A faculty member engages in learning outcomes assessment, and then publishes or presents about this.

26. Scholarship of Teaching Discussion  How have you or your colleagues engaged in the Scholarship of Teaching?  What are some other ideas/practices that you could implement to increase student learning and the quality of teaching scholarship?

27. Summary  Boyer saw the value in analyzing the value of the many different fields of academic work.  He looked at these aforementioned areas of scholarly interest as intertwining commodities made richer through pedagogical diversity across the various disciplines.  The measure of the quality of scholarship can be broadened in meaningful and rigorous ways.

28. Which of the following types of scholarship would you like to explore more deeply in your work? 1. Discovery 2. Integration 3. Application 4. Teaching 5. Unsure or N/A

29. Adelphi University – Case Study Nursing Program Goals  Increase faculty scholarship in targeted areas of Boyer’s model.  Create and maintain a robust research environment in the school.  Increase the visibility of the school. Forbes, M. and White, J.H. (2012) Using Boyer to create a culture of Scholarship: Outcomes from a faculty development program. Journal of Nursing Education and Practice, Vol. 2, No. 3, August, pp. 54-65.

30. Adelphi University (Continued) Faculty Needs Assessment 1. Assessed existing resources that would support each type of faculty scholarship suggested by Boyer. 2. Used these resources as a foundation for developing strategies to achieve the program’s goals.

31. Adelphi University (Continued)  Scholarship of Teaching – seen as an area for growth, though peer review and feedback was strong in the school of nursing. Example of implementation: Faculty published studies on techniques such as the effectiveness of podcasting in the classroom.  Scholarship of Application – Many areas of service offered which fits the model. Example of implementation: The School of Nursing faculty collaborated with the community on a regional “Research and Evidence Based Practice” council. (Worked in conjunction with Scholarship of Integration.)

32. Adelphi University (Continued)  Scholarship of Integration – included strong interdisciplinary relationships with other schools on campus. Example of Implementation: Three research teams with members from Business and Nursing collaborated on research projects that were awarded seed money for their efforts.  Scholarship of Discovery – Faculty publications, research grants and national presentations were limited and seen as areas for growth. Examples of Implementation: Worked closely with the Associate Dean of Research, to reward productivity and dissemination of knowledge gained. Also developed peer reviewed presentations, both by podium and poster.

33. The College at Brockport - SUNY Scholarship of Discovery – describes how the practitioner uses the client and family in exploring clinical questions. Includes primary empirical research, methodological studies, historical research, theory development, and philosophical inquiry. Examples: 1. Mentorship of junior colleagues in research 2. State, regional, national, or international recognition as a scholar in an identified area. 3. Positive peer evaluations of a body of work. Peterson, K. and Stevens, J. (2013). Integrating the Scholarship of Practice into the Nurse Academician Portfolio.

34. The College at Brockport - SUNY Scholarship of Application – Nursing faculty engage in scholarship through advanced clinical practice, staff development, problem solving and consultation work. Examples: 1. Presentations related to practice 2. Reports addressing patient outcomes 3. Establishing academic-service partnerships

35. The College at Brockport - SUNY Scholarship of Teaching – Nursing faculty challenged to offer quality education even as student numbers increase in the classroom. Examples: 1. Positive peer assessments of innovations in teaching 2. Grant awards in support of teaching and learning

36. The College at Brockport - SUNY Scholarship of Integration – Faculty are challenged to foster integration particularly in new generations of nurses. Emphasizes the interconnection of ideas and associates research with reality. Examples: 1. Copyrights, licenses, patents, or products for sale 2. Positive peer evaluations of contributions to integrative scholarship 3. Reports of interdisciplinary programs or service projects

37. Discussion Are there any practices from Adelphi or the College of Brockport that could be adopted by UMKC? What other ideas or possibilities did these practices bring to mind?

38. References American Association of Colleges of Nursing: Advancing Higher Education in Nursing (2013). Accessed at http://www.aacn.nche.edu/publications/position/defining-scholarship Boyer, E. (1990). Scholarship reconsidered: Priorities for the professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching. Canadian Association of Schools of Nursing (2013). Accessed at http://www.casn.ca/en/. Forbes, M. and White, J.H. (2012) Using Boyer to create a culture of Scholarship: Outcomes from a faculty development program. Journal of Nursing Education and Practice, Vol. 2, No. 3, August, pp. 54-65.

39. References Glassick, C., Huber, M., & Maeroff, G. (1997). Scholarship assessed: Evaluation of the professoriate. San Francisco, CA: Jossey-Bass. Peterson, K. and Stevens, J. (2013). Integrating the Scholarship of Practice into the Nurse Academician Portfolio. Digital Commons @ Brockport. Accessed at http://digitalcommons.brockport.edu/nursing_facpub.