The scholarship of teaching focuses on the transmission, transformation, and extension of knowledge (Boyer, 1999).
Teaching scholars develop, evaluate, and improve nursing curricula, student learning, and teaching methodologies.
Inquiry in nursing is conducted within laboratories; communities; and with individuals using qualitative, quantitative and community- based approaches.
In addition, scientific inquiry engages and benefits diverse populations and age groups, providing the evidence to support culturally sensitive interventions to improve quality of life, optimize health promotion, enable self-management, enhance end-of-life care, and contribute to healthcare policy (AACN, 2016a; Grady, 2016; Kerr, 2016).
The scholarship of practice is a critical component in shortening the theory to practice gap (Boyer, 1990).
The scholarship practice interprets, draws together, and brings new insight to original research.
Scholarship is inclusive of discovery, integration, application, and teaching (Boyer, 1999).
The hallmark attribute of scholarship is the cumulative impact of the scholar’s work on the field of nursing and health care.
To that end, the purpose of this position statement is to: Nursing scholarship is the generation, synthesis, translation, application, and dissemination of knowledge that aims to improve health and transform health care.
Scholarship is the communication of knowledge generated through multiple forms of inquiry that inform clinical practice, nursing education, policy, and healthcare delivery.