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EVALUATION RESEARCH as Academic Scholarship

EDDY, LINDA L.

Nursing Education Perspectives: March-April 2007 - Volume 28 - Issue 2 - p 77-81
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In nursing, the ability of educators to progress successfully toward promotion and tenure may be hampered by heavy teaching or practice workloads and an inability to complete the research mission of the institution. In a 1990 report, Boyer noted that the scholarship of teaching, integration, and application can be embraced in the same manner as the scholarship of discovery and research. One source of data that is often neglected as integral to scholarship is evaluation data that results from teaching, service, and practice. Such data can be reframed and thought of as a compelling avenue for scholarly activity. This article connects the evaluation process with the four types of scholarship outlined in the Boyer model and illustrates how the formal evaluation of a nursing curriculum can be linked to a rigorous scholarship assessment framework.

About the AuthorLinda L. Eddy, PhD, RN, CPNP, is an assistant professor at the Washington State University Intercollegiate College of Nursing, Vancouver, Washington. For more information, contact Dr. Eddy ateddy@vancouver.wsu.edu.

Copyright 2007 by National League for Nursing, Inc.
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