1. Scholarship of Application

Refers to the generation of knowledge that is developed in working with the community (including the nursing practice community) and is of use to this community.

Includes reflective investigation leading to new understandings as practices are explored in relation to concepts, principles, research findings, theories and results.

Faculty can do this by drawing upon their clinical knowledge at expertise.

2. Scholarship of Service

The generation and use of specialized nursing knowledge in community service.

The specialized knowledge and experience of the faculty are used to shape the future of the profession, contribute to meeting society’s needs and advance its well-being.

Canadian Association of Schools of Nursing(CASN) expectation – not part of Boyer’s model.

Changing in 2014 update to standard, but still our obligation.

3. Scholarship of Integration

The generation of new knowledge/perspectives from the purposeful examination of original work in various fields, including nursing.

The process of synthesizing or making connections within and across disciplines brings new meanings. It is closely related to the scholarship of discovery.

Research is conducted in areas where disciplines converge.

4. Scholarship of Teaching

Ethic of inquiry in which questions related to teaching and learning are broadly explored (Sawatzky et al, 2009 as cited in CASN 2012).

Addresses the development of innovative teaching methods, educational materials (Allen & Field, 2005).

Includes both theoretical and clinical aspects of teaching
and learning.

Can be examined using research or evaluation methodologies, or through modes of inquiry involving the integration of existing knowledge often from various disciplines.

5. Scholarship of Discovery

Represents the most traditional form of scholarship.

Includes knowledge gained through basic and applied research.

Systematic investigation of phenomena using range of qualitative and quantitative methods; results add to, confirm or reject what is already know.

Integral in building a strong scientific basis for nursing.

ABSTRACT SUBMISSION

Abstract Guidance

250 words max

Background and context:

give a brief background of the work being presented.

Methodology:

describe how was the work attempted/accomplished/achieved

Findings:

describe briefly the key findings of the work being presented

Implications:

highlight the impact of this work on practice teaching/education, research, management/organization, policy/guidance.

On behalf of the planning committee, I would like to invite you to join us for the second annual BScN Tri-campus Symposium on May 20th, 2015 at St Lawrence College, in Kingston.

“Embracing your Scholarship” is our theme this year. We plan to provide faculty from our three campuses with a unique opportunity to exchange experiences around a broader understanding of “Scholarship” and to build further evidence for continued program accreditation. We are working diligently to offer a rich and vibrant day for our attendees, which will include a distinguished keynote speaker, oral abstract presentations as well as a poster reception that altogether will enrich both professional and personal development.

The 2015 symposium is an excellent opportunity for full- and part-time faculty to submit their abstracts for peer review. This year, we aim to also fully engage our BScN students, to enhance their research exposure, build their profiles and we are offering, for the first time, an NCLEX-RN student Q&A panel.

I encourage you to take advantage of the incredible networking opportunity! Stay in the loop by visiting the symposium website for regular updates.

I look forward to welcoming you all to the 2015 BScN Symposium and I hope you will find it to be both a rewarding and enjoyable experience!

– Dr. Maha Othman MD MSc PhD