Engaging in Scholarship Course Paper

December 16, 2022

Engaging in Scholarship Course Paper

Order Number	636738393092
Type of Project	ESSAY
Writer Level	PHD VERIFIED
Format	APA
Academic Sources	10
Page Count	3-12 PAGES

Instructions/Descriptions

Engaging in Scholarship Course Paper

Engaging, Scholarship, Course, Paper

Denise -The definition of scholarship is learning of a high level (Oxford Languages, n.d.). Goal VII of the National League of Nursing’s Competencies for Academic Nurse Educators is to engage in scholarship (n.d.). To engage in scholarship requires nurse educators to continue to pursue higher or continued education. Because nursing and nursing education is always changing, continued education should be a priority in nurse practice and nurse education.

This competency requires nursing educators to continue to gain knowledge so that they can then teach future generations of nurses the changes that technology and medicine have created. To engage in scholarship, nursing educators need to stay involved and knowledgeable with new and changing technology. For example, computers have changed the way nursing keeps medical records. No longer are a pen a paper required to maintain records.

Forms, medication lists, charts, testing, and important information about a patient can be found in their electronic medical record. Nursing educators have the responsibility to educate new nurses on the use of electronic medical records. Engaging in scholarship also entails being current with new guidelines of medical care.

All medical conditions have a national set of guidelines. Nursing educators should have the ability to access new case studies and be aware of any changes in guidelines. Through evidence-based practices, guidelines change and as they change, nursing educators should change their teaching as well.

To accomplish the goal of engage in scholarship, I plan on stay a member of the American Nurses Association. I can access current research and evidence-based practice guidelines and evolve my nursing educational plans. I also will continue to practice my nursing skills in the field. This will allow me to stay current with new technology and trends in the medical profession. Further I will look for seminars, workshops, and learning opportunities that will continue to help me grow personally and professionally.

Response 2

Scholarship as a Novice Nurse Educator

Kelsey -Engaging in scholarship is competency that has been identified by the National League for Nurses as an integral part of the academic nurse educator’s role. According to the American Association of Colleges of Nursing (1999), there are four ways that a nurse educator can engage in scholarship; scholarship of discovery, scholarship of teaching, scholarship of practice, and scholarship of integration.

Scholarship of discovery is really what most people probably think of when they think of scholarship, this is the methodology and empirical research and nursing theory research that comes with academic study and publishing these as peer-reviewed research or presentations of such material. It can also be grant writing and writing peer-evaluations on bodies of research.

The scholarship of teaching involves taking the information from being an educator and applying that information or outcomes to be published. For instance, a nurse educator can engage in this competency of scholarship by writing reports for accrediting bodies based on outcome measures or presenting teaching methods to novice nurse faculty.

Scholarship of practice is the act of remaining a competent nurse educator or even nurse; having certifications in psychiatric nursing if you are a nurse educator that teaches psychiatric nursing would be an example of scholarship of practice. Scholarship of integration for nursing educators involves integrating nursing theory and other discipline’s theories and applying them to make a pattern or make “more sense”. An example of this could be writing a grant for multiple disciplines, or policy/legislative efforts.

I feel that as a novice nurse educator I would maintain competency of scholarship by continuing education (scholarship of practice) and writing reports for accrediting bodies (scholarship of teaching) as I feel that will be a required component of employment.

[Order Now]

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.