Teaching as Scholarship
DOI:
https://doi.org/10.15362/ijbs.v11i0.45Keywords:
Faculty workload, Faculty teaching, Faculty researchAbstract
As research and funding continue to replace teaching as the central mission in more colleges and universities, nursing faculty will be expected to engage in research endeavours as proof of scholarship involvement. However, the multiple roles of the nursing faculty coupled with the pressure to engage in research and funding endeavours have led to increased stress and burnout and increased attrition rate. The purpose of this paper is to delineate the expected roles of the nursing faculty related to the trilogy of teaching, research and service and recommend that colleges/universities recognize not only research as scholarship, but also teaching and service. An integrative review of the literature using books and journals from nursing and other relevant disciplines related to the multiple roles of nursing faculty was conducted. Teaching is a vital role and should remain the central mission of colleges/universities to ensure effective pedagogy. Institutions of higher learning should adapt an umbrella of scholarship under which falls teaching, research, and service; thus, teaching would be considered scholarship.References
Anderson, C. A. (1998). PhD graduates and the demands of faculty roles. Nursing Outlook, 46(2), 53-54. https://doi.org/10.1016/S0029-6554(98)90096-3
Attridge, C. B. (1996). Factors confounding the development of innovative roles and practices. Journal of Nursing Education, 35(9), 406-412. https://doi.org/10.3928/0148-4834-19961201-07
Bahrawy, A. A. (1992). Participation of nursing faculty in university governance. Journal of Nursing Education, 31(3), 107-12. https://doi.org/10.3928/0148-4834-19920301-05
Brookfield, S. D. (1995). Becoming a critically reflective teacher. Jossey-Bass.
Ciesla, J. S., & Lovejoy, N. C. (1997). Peer review: A method for developing faculty leaders. Nurse Educator, 22(6), 41-47. https://doi.org/10.1097/00006223-199711000-00017
Crawford, L. H. (1998). Evaluation of nursing faculty through observation. Journal of Nursing Education, 37(7), 289-294. https://doi.org/10.3928/0148-4834-19981001-04
Fong, C. M. (1990). Role overload, social support, and burnout among nursing educators. Journal of Nursing Education, 29(3), 102-108. https://doi.org/10.3928/01484834-19900301-07
Glassick, C. E., Haber, M. T., & Maeroff, G. I. (1997). Scholarship assessed: Evaluation of the professoriate. Jossey-Bass.
Hinshaw, A. S. (1997). Fighting success--facilitation of senior faculty. Journal of Professional Nursing, 13(6), 336. https://doi.org/10.1016/s8755-7223(97)80078-6
Janoscrat, A. J., & Noll, L. F. (1989). Index for nursing faculty evaluation. Nurse Educator, 14(1), 24-29. https://doi.org/10.1097/00006223-198901000-00014
Keating, S., & Sechrist, K. (2001). The nursing shortage in California: The public policy role of the California Strategic Planning Committee for Nursing. Online Journal of Issues in Nursing, 6(1), 1-16. http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume62001/No1Jan01/NursingShortageinCalifornia.html
Krahenbuhl, G. S. (1998). Faculty work: Integrating responsibilities and institutional needs. Change: The Magazine of Higher Learning, 30(6), 18-25. https://doi.org/10.1080/00091389809602651
Krisman-Scott, M. A., Kershbaumer, R. M., & Thompson, J. E. (1998). Faculty preparation: A new solution to an old problem, Journal of Nursing Education, 37(7), 318-320. https://doi.org/10.3928/0148-4834-19981001-11
Lindeman, C. A. (2000). The future of nursing education. Journal of Nursing Education, 39(1), 5-12. https://pubmed.ncbi.nlm.nih.gov/10647019/
Martsolf, D. S., Dieckman, B. C., Cartechine, K. A., Starr, P. J., Wolf, L. E., & Anaya, E. R. (1999). Peer review of teaching: Instituting a program in a college of nursing. Journal of nursing education, 38(7), 326-332. https://doi.org/10.3928/0148-4834-19991001-11
McBride, A. B. (1999). Breakthroughs in nursing education: looking back, looking forward. Nursing Outlook, 47(3), 114-119. https://doi.org/10.1016/S0029-6554(99)90005-2
Meleis, A. 1. (2001). Scholarship and the RO1. Journal of Nursing Scholarship,33(2), 104-105. https://pubmed.ncbi.nlm.nih.gov/11439934/
Melland, H. I., & Volden, C. M. (1996). Teaching portfolios for faculty evaluation. Nurse Educator, 21(2), 35-38. https://doi.org/10.1097/00006223-199603000-00012
Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of the teacher's life. Jossey-Bass.
Peters, M. (2000). Does constructivist epistemology have a place in nurse education? Journal of nursing education, 39(4), 166-172. https://doi.org/10.3928/0148-4834-20000401-07
Rice, C. P. (1992). Strategies and faculty roles for teaching RN students. Nurse Educator, 17(1), 33-37. https://doi.org/ 10.1097/00006223-199201000-00016
Smolen, D. M. (1996). Constraints that nursing program administrators encounter in promoting faculty change and development. Journal of Professional Nursing, 12(2), 91-98. https://doi.org/10.1016/S8755-7223(96)80054-8
Vaughan, J. (1997). Is there really racism in nursing? Journal of Nursing Education, 36(3), 135-139. https://doi.org/10.3928/0148-4834-19970301-03
Voignier, R. R., Hermann, C. P., & Brouse, S. H. (1998). Development of a faculty work load formula: The teaching component. Nurse Educator, 23(4), 35-39. https://doi.org/ 10.1097/00006223-199807000-00012
