Describe how you would include the scholarship of application into your teaching practice to influence teaching and learning innovations in your class.

Describe how you would include the scholarship of application into your teaching practice to influence teaching and learning innovations in your class, Provide an example of the scholarship of application to demonstrate your understanding of the model and Week Seven: The Nurse Educator as a Change Agent

1. Describe how you would include the scholarship of application into your teaching practice to influence teaching and learning innovations in your class.

The scholarship of application is meant for the service and engagement of others for the betterment of society. It is when the learned knowledge being applied affects student or patient outcomes (Seibert & Harper, 2020). As a nurse educator, the scholarship of application into teaching practice can be done through work on a committee or with student organizations. 

According to O’Brien et al. (2019), committee participation, student organization advising, and assisting with nursing program requirements all support the service category within the university. Working on the curriculum committee, I can influence teaching and learning practices by helping create end student learning outcomes and determining the placement of concepts within the curriculum. This application example improves the flow of content, the overall curriculum, and, ultimately, patient care (ten Cate, 2021).

2. Provide an example of the scholarship of application to demonstrate your understanding of the model.

An example of the scholarship of application is when students learn topics and take the information out to provide care to the public. This position can be seen when new graduates are more competent in the workforce or when students take skills and knowledge to help others (O’Brien et al., 2019). Our honor students must complete a project for entrance into the honor society. We see the scholarship of application through their actions on projects, such as community blood pressure screenings, helping at blood drives, or volunteering at free medical clinics. It is our work as the faculty that engages their learning and motivates them to apply their knowledge. 

References

O’Brien, B. C., Irby, D. M., Durning, S. J., Hamstra, S. J., Hu, W. C. Y., Gruppen, L. D., & Varpio, L. (2019). Boyer and beyond: An interview study of health professions education scholarship units in the United States and the synthetic framework for scholarship at the unit level. Academic Medicine, 94(6), 893-901. https://doi.org/10.1097/ACM.0000000000002625Links to an external site.

Seibert, S. A., & Harper, K. J. (2020). The scholarship of application: Opportunities within the NOBC. Teaching and Learning in Nursing, 15(2), 152-154. https://doi.org/10.1016/j.teln.2020.01.005Links to an external site.

ten Cate, O. (2021). Health professions education scholarship: The emergence, current status, and future of a discipline in its own right. FASEB BioAdvances, 3(7), 510-522. https://doi.org/10.1096/fba.2021-00011Links to an external site.

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