Scholarship is an essential element in the nursing profession. It is difficult for nurse educators to identify what qualifies as scholarship versus what is eligible to be regarded as a scholarly activity. It is essential to consider a universal model that will help the nurse educators to navigate the scholarship path. In nursing, a scholarship is defined as the activities that systematically advance the practice of nursing, research, and teaching. Boyer’s Model of Scholarship, which uses paradigms of education, application, integration, and discovery, has been suggested as the best approach for nurse educators to explore their core competencies. It is essential to share knowledge with the public and other nurses to ensure that people receive quality services. The model helps nurse educators and health institutions in developing scholarly methods of evaluating the workforce and providing that unity among the cadre is promoted.

Moreover, nurse educators have core competencies in the profession. The National League for Nursing (NLN) nurse educator’s core competencies can be incorporated within the Boyer’s model of scholarship. In this regard, discovery deals with generating new ideas and testing existing knowledge. This helps in innovating strategies that apply to the current trends. Teaching inquiry helps in providing experience that will facilitate learning among the students in colleges and universities (Defining Scholarship for the Discipline of Nursing). The application of knowledge is fundamental for professional development. Also, interdisciplinary integration is an essential element of Boyer’s model. Nurse educators are required to advance the science and art of nursing education by disseminating scholarly work, peer review, and rigorous inquiry (Ironside, Dreifuerst, & Wonder, 2016).

NLN Nurse Educator Competencies/ Boyer’s Model of Scholarship:

Competency 1: Facilitate Learning

As a nurse educator, it is vital to implement effective teaching strategies. In this case, I will apply evidence-based practices and educational theory as the basis of developing learning strategies. Creating a favorable atmosphere in clinical setting, laboratory, and classroom will ease student learning. Teaching, which is the fourth element in Boyer’s Model, can be applied in this competency to ensure that I identify learner’s needs and enhance diversity in the learning institutions. Nursing is both a practical and academic profession. Thus, the integration aspect of Boyer’s model would be essential (Wonder, Dreifuerst, McNelis, & Ironside, 2016). It is essential to ensure that those who replace retired caregivers have extraordinary knowledge and skills in decision making and the management of patients.

Competency 2: Facilitate Learner Development and Socialization

It is the role of nurse educator to help students to develop as caregivers who have integrated behaviors and values of the profession. Boyer’s teaching and application are included in this competency. As a nurse educator, I will focus on identifying learning resources and styles to support the students throughout their learning. Also, I will advocate and be committed to lifelong learning to ensure that the learners are ready to work as caregivers. Students need to develop practical communication skills to socialize with caregivers and patients in the health care settings. I will also make sure that learners have full access to materials that are beneficial to them concerning their curriculum.

Competency 3: Use Assessment and Evaluation Strategies

Several strategies exist which can be used by nurse educators to assess and evaluate the learners in all the domains of learning including clinical settings, laboratory, and classroom. In this competency, Boyer’s teaching aspect can be employed. I will conduct research on evidence-based practice to ensure that I apply the current strategies to enhance the learning in all domains. Developing follow-up questions is essential to gather grading feedback among other crucial info from the students (Wonder, Dreifuerst, McNelis, & Ironside, 2016).

Competency 4: Participate in Curriculum Design and Evaluation of Program Outcomes

It is the responsibility of a nurse educator to formulate curricula and program outcome that reflects the current health care trends. This helps to prepare the graduates for an effective functioning on the ground. I will explore educational research, theory, and principles to come up with a standard curriculum. Boyer’s application is essential in this case. I plan to take part in various strategies to revise the ineffective programs and help the learners achieve their goals. Also, I will create and maintain clinical and community partnership which reinforces goals of education. Most of the learning institutions in the world lack proper evaluation program. Thus, disseminating information concerning curriculum revision will be essential to generate a universal code of mentoring the nurses.

Competency 5: Function as a Change Agent and Leader

To create the preferred future of nursing, nurse educators need to act as change agents. Nursing profession requires leaders and change agents who advocate for the transformation of healthcare services. Boyer’s application and teaching elements infuse this competency (Prado, Napierkowski, & Marshall, 2016). I will design organizational structure and strategies to ensure that stable changes have been implemented. It is important to coordinate crucial information to support the learners and prepare them for the profession. Moreover, a culture-sensitive approach is an integral element to induce a change in the health care setting. Learners need to be educated on qualities of good leaders to promote the nursing profession.

Competency 6: Pursue Continuous Quality Improvement in the Nurse Educator Role

Nurse educator’s role is multidimensional; thus, they need to cultivate quality improvement. The first element in Boyer’s approach could be applied in this competency. Also, the Boyer’s teaching involves features of mentorship among the caregivers, which is a crucial role of nurse educators in both learning institutions and healthcare organizations (Prado, Napierkowski, & Marshall, 2016). I will ensure that I research on mentoring strategies which will help the students become more proactive caregivers with the desired skills and knowledge. Furthermore, in this competency, Boyer’s integration element is essential. This is because it helps in incorporating knowledge on ethical and legal issues relevant to nursing education (Prado, Napierkowski, & Marshall, 2016). I will demonstrate the commitment to long lasting learning by engaging various stakeholders in the program.

Competency 7: Engage in Scholarship

I acknowledge that “scholarship is an integral component of the faculty role” (National League of Nursing). Based on Boyer’s model, this competency involves all four elements. As a nurse educator, it is essential to discover by putting into scholarly practice activities. I will utilize literature from different resources to apply while designing evidence-based practice and learning strategies. A nurse educator should write proposals to establish favorable policies for learning and teaching activities. This is because some nation’s laws need to be evaluated for their application in the healthcare organizations. Teaching, as an element of Boyer’s model, involves formal or informal teaching, mentoring, and advising others (Prado, Napierkowski, & Marshall, 2016). Furthermore, I will serve the interest of the population, which is solving real world problems through applicable solutions that are backed up with clear evidence.

Competency 8: Function within the Educational Environment

Nurse educators are conversant with their educational environment which contributes to the success of the profession. I recognize how economic, social, institutional, and political forces influence my role as a nurse educator. Boyer’s model of scholarship is applicable in this competency. Teaching is essential as it helps to integrate the core values of nursing which include professionalism, respect, and unity among the caregivers. Networking and collaboration are important in the profession. Boyer’s model is important in making recommendations regarding this competency. The role of a nurse educator is influenced by several external and internal forces (Register & King, 2018). For example, politics influence policy formulation which may not be universally applicable. Higher education institutions need to be evaluated to meet the set standards. Thus, nurses should be flexible and proactive concerning their function in the education environment.

In conclusion, scholarship is a vital building block in nursing, and nurse educators play a significant role in facilitating learning and teaching. The Boyer’s model of scholarship is a widely accepted approach that entails four elements, which include discovery, teaching, application, and integration. These elements can be applied within the NLN nurse educator competencies. According to the NLN, eight major competencies exist. Nurse educators are the key designers of curriculum and conducive environment for learners. They facilitate learning and teaching by implementing appropriate strategies. While doing so, they are aware of the effect of external forces on their roles. These include political, economic, and social influences that impact policy formulation among other crucial activities.

References

“Defining Scholarship for the Discipline of Nursing.” American Association of Colleges of Nursing: The Voice of Academic Nursing, www.aacnnursing.org/News-Information/Position-Statements-White-Papers/Defining-Scholarship.

Ironside, P., Dreifuerst, K. T., & Wonder, A. H. (2016). Scholarship: A New Model to Promote Faculty and Student Success in Nursing Education.

National League of Nursing, www.nln.org/professional-development-programs/competencies-for-nursing-education/nurse-educator-core-competency.

Prado, K. B., Napierkowski, D., & Marshall, B. (2016). Cultivating and Refining Clinical Knowledge and Practice: Relating the Boyer Model to Doctor of Nursing Practice Scholarship. Journal of Doctoral Nursing Practice, 9(2), 226-228.

Register, S. J., & King, K. M. (2018). Promotion and tenure: Application of scholarship of teaching and learning, and scholarship of engagement criteria to health professions education. Health Professions Education, 4(1), 39-47.

Wonder, A. H., Dreifuerst, K. T., McNelis, A., & Ironside, P. (2016). Seeing is Believing: How a New Model Supports Scholarship in Nursing Education.