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Article
Identifying clinical scholarship guidelines for faculty practice
Journal of Professional Nursing
  • Kathryn Fiandt
  • Kathleen Barr
  • Gail Hille
  • Peggy Pelish
  • Bunny Pozehl
  • Polly A. Hulme, South Dakota State University
  • Susan Muhlbauer
  • Stephanie Burge
Document Type
Article
Publication Date
1-1-2004
Abstract

Clear descriptors of faculty practice and scholarly activities are essential to precisely demonstrate that the faculty practice role meets the standards of academic advancement and to influence academic policy. A description of scholarly clinical activities (1) justifies the benefits of faculty practice by means other than fiscal, (2) provides data for research regarding faculty practice, and (3) provides data to support the nursing profession’s political, social, and health care agendas. Guidelines for clinical scholarship are described in this article. A review of relevant literature demonstrates that these guidelines go beyond current models by describing 24 scholarly activities organized into 4 areas: quality, governance, leadership, and knowledge development. Three years of data describing the scholarly activities of a college of nursing faculty engaged in practice are presented to demonstrate the effectiveness of the indicators in achieving these goals. These data can provide valuable information for trend analysis and, through heightened awareness of opportunities, increase faculty clinical scholarship activities.

DOI of Published Version
10.1016/j.profnurs.2004.04.008
Publisher
Elsevier
Citation Information
Kathryn Fiandt, Kathleen Barr, Gail Hille, Peggy Pelish, et al.. "Identifying clinical scholarship guidelines for faculty practice" Journal of Professional Nursing Vol. 20 Iss. 3 (2004) p. 1471
Available at: http://works.bepress.com/polly-hulme/16/