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Teaching, Scholarship, and Leadership

Being one of the most important aspects of human society, the healthcare sector has experienced numerous changes in the course of its development. Additionally, the last dramatic alterations of the traditional approaches also conditioned the introduction of new practices and tools used to improve the level of performance and attain success. If to speak about nursing and nursing education, significant shifts in the given sphere should be admitted. Nowadays, a professional nurse has to obtain a solid knowledge base and be able to meet the complicated challenges. In these regards, the evolution of the faculty role could be admitted as one of the major tendencies related to the sector. Additionally, The consideration and application of Boyers model conditioned the creation of a new and more efficient approach to nursing education.

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Besides, Boyer suggests the academic model that provides four types of scholarship which are considered crucial for the education of a curtain specialist. These are the scholarship of discovery, the scholarship of integration, the scholarship of application, and the scholarship of teaching (Boyer, 1996). All these aspects are especially important for a nurse educator. It is obvious that the adherence to Boyers model should be taken as the guaranty of the efficient learning process as an educator who tends to improve the competence related to all these categories will obviously promote the balanced growth of specialists. Moreover, the knowledge obtained due to the adherence to the given pattern will also improve competence and professionalism.

Nowadays, the given model is considered as one of the most efficient tools to guarantee the development of various professional skills needed to become a good specialist. It has been embraced across academia and other important educational establishments to guarantee the efficient combination of various disciplines within a certain curriculum (Glassick, 2000). Moreover, numerous investigations prove that the usage of Boyers model could guarantee the significant improvement of the final results and create the basis for the further individual development of a specialist (Glassick, 2000). Additionally, integration of these above-mentioned four elements to the educators role will obviously contribute to the significant increase in his/her efficiency and result in the improved image of the whole sector.

For now, I am still continuing my education and have not been able to apply this model practically for a substantial period of time. As I transition into the teaching role, I will be able to get a better understanding of it from a different perspective. Currently, I can feel the positive effects of its application as a student. I can feel that teachers utilizing it are able to provide better education which is both more coherent and easier to follow. While investigating the most efficient ways to present a certain material and educate students, the great practical use of Boyers model becomes obvious (Mansour & Proter, 2008). It helps to integrate knowledge and competencies related to various disciplines and create the clear image of the presented phenomenon. As I transition into a teaching role, I am able to get a different view of this model. I am starting to perceive how it can be used to improve your education practices and solve the problems which arise during the classes, engage the students, and provide them with complete information of the subject. With the use of Boyer’s system, I will be able to become a better educator.

Nevertheless, one should also realize the fact that an educator should also possess a number of other qualities and competencies to align the efficient learning process and contribute to the improvement of students academic performance. A good educator should obviously be a good leader to engage students into the learning process and show them the importance of the acquired knowledge. However, the professional practice is also crucial as it guarantees the needed level of educators skills and increases his/her authority (Numminen, der Arend, & Leino-Kilpi, 2009). Using numerous real-life examples an educator will be able to highlight the most important aspects and emphasize the necessity of learning. Altogether, such competencies as teaching, professional practice, and leadership should obviously support student learning and conditioned the significant improvement of the final results.

Seeing how those competences support my learning process today, I will try to incorporate them into my future work as an educator. I have experienced how engagement and real life examples can improve the interest I have in the course and motivate me to further improve my skills. I will try to do the following in order to provide positive and efficient classes for my students. First, I should obviously tend to improve my own professional skills to guarantee the needed competence. Additionally, it is also vital to work on leadership qualities to be able to inspire students and provide the example for their development. Finally, students should be provided with support to overcome the most difficult challenges and obtain new information. In these regards, I will try to combine the most important competencies by analyzing my strong and weak points and creating a certain approach that rests on them.

Altogether, the great importance of the healthcare sector conditions the increased demands to healthcare specialists and educators working in the given sphere. In this regard, it is essential to adhere to the most efficient practices and create the model that incorporates the most important competencies. And the usage of the Boyers model will obviously help to improve the learning outcomes and provide the information related to different disciplines. Speaking about my own approach, I should say that I recognize the complexity of the existing demands and try to incorporate leadership, support, professional practice, etc. to become and efficient nursing educator.

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References

Boyer, E. L. (1996). From scholarship reconsidered to scholarship assessed. Quest, 48(2), 129-139.

Glassick, C. E. (2000). Boyer’s expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Academic Medicine, 75(9), 877-880.

Mansour, T., & Proter, E. (2008). Educators’ Experience of Teaching Nursing Research to Undergraduates. Western Journal of Nursing Research, 30(7), n. pag. Web.

Numminen, O., der Arend, A., & Leino-Kilpi, H. (2009). Nurse Educators’ and Nursing Students’ Perspectives On Teaching Codes of Ethics. Nursing Ethics, 16(1), 69-82. Web.

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