Introduction
Since educational practice cannot advance without it, scholarship is crucial to nursing education. This may seem different across fields since it requires both an understanding of teaching and learning principles and discipline-specific information. Scholarship involves more than just the study of students, teachers, and programs; its pursuit in research is crucial (Oermann et al., 2017). Although closely connected, the scholarship of teaching and scholarly teaching have different goals and objectives.
Scholarship in Teaching in Nursing vs. Scholarly Teaching
A request for training and instruction can be generally construed as a scholarship in nursing education. New ideas about learning may be developed, public, systematic reflections on learning and teaching may be made, new information and evidence on educational practices may be found, and research findings may be translated and used to inform instruction (Billings & Halstead, 2019). Teachers produce evidence to inform educational practice through scientific research in teaching and learning, and they extensively distribute this information through a range of channels, such as publications in peer-reviewed journals.
Not every educator will be involved in teaching science, although they all ought to be. One important distinction between them is the level of interest in the wider implications and influence of the research. Practical wisdom, formed by reflection on experience and published research, is the foundation of scientific instruction. Instead of emphasizing student learning, scholarly instruction focuses on successful teaching (Oermann et al., 2017). Although these are based on personal reflections, this may result in presentations or publications.
Conclusion
All scholarships must be shared with other teachers, be open to public access, and be subject to peer review and criticism to qualify as a fellowship and display a teacher’s work as an educator. Teachers can share their scientific research findings in various venues, making them accessible to the public and open to critique and use by others (Oermann et al., 2017). To prepare for this, I may present my research at conferences, faculty meetings, and other venues. It should be highlighted that peer-reviewed journal publications have the broadest circulation. Through this distribution and rigorous content evaluation, I may become ready to show scholarship in my nursing practice and potential job in teaching.
References
Billings, D. M., & Halstead, J. A. (2019). Teaching in nursing ebook: A guide for faculty. Elsevier Health Sciences.
Heinen, M., van Oostveen, C., Peters, J., Vermeulen, H., & Huis, A. (2019). An integrative review of leadership competencies and attributes in advanced nursing practice. Journal of Advanced Nursing, 75(11), 2378-2392. Web.
Oermann, M. H., De Gagne, J. C., NPD-BC, C. N. E., & Phillips, B. C. (Eds.). (2017). Teaching in nursing and role of the educator: The complete guide to best practice in teaching, evaluation, and curriculum development. Springer Publishing Company.