Eddy Linda L
Washington State University Intercollegiate College of Nursing, Vancouver, USA.
Nurs Educ Perspect. 2007 Mar-Apr;28(2):77-81.
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.
在护理领域，教育工作者成功晋升和获得终身教职的能力可能会受到繁重的教学或实践工作量以及无法完成机构研究任务的阻碍。在1990年的一份报告中，博耶指出，教学、整合和应用方面的学术成果可以与发现和研究方面的学术成果以相同的方式被接受。作为学术不可或缺的一部分，经常被忽视的一个数据来源是教学、服务和实践产生的评估数据。这些数据可以重新构建，并被视为学术活动的一个有说服力的途径。本文将评估过程与博耶模型中概述的四种学术类型联系起来，并说明护理课程的正式评估如何与严格的学术评估框架相联系。
