Boyer’s seminal work, “Scholarship Reconsidered” (1990) suggested that faculty should let go of the tired old research vs. teaching argument and focus on the idea that scholarship exists in all aspects of academic work and suggested there are at least four separate, but interdependent areas of scholarship. The scholarship of discovery reflects the excitement of a new idea, the exhilaration of a new insight, and the search for knowledge for the joy of knowing. Ultimately, the scholarship of engagement means creating a special climate in which the academic and civic cultures communicate continuously and creatively with each other. Reflection is considered an important part of the process of scholarly activity. Kreber and Cranton (2000) proposed that individuals who practice the scholarship of teaching engage in reflection on existing knowledge about teaching and learning generated through research as well as in reflection on their personal or experience-based
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knowledge teaching. Of note, experts are excellent teachers, but excellent teach- ers are not necessarily experts (Kreber 2002). A scholarship of teaching is not synonymous with excellent teaching, it requires a kind of “going meta,” (Hutchings and Shulman 1999).
The scholarship of integration involves faculty members overcoming the isola- tion and fragmentation of the discipline specific silos. The scholarship of integra- tion occurs when nursing interacts with other disciplines. Advanced practice nursing practitioners are in a primary locus to communicate with colleagues in other fields, and discover patterns that connect their own research or the research of other disciplines into larger intellectual patterns. Moreover, the processes involved in application and engagement bring a more concrete and fluid aspect to the broad understanding of scholarship by demonstrating the dynamic interplay among all its components. That said, society needs transdisciplinary professionals ready to collaborate with individuals in other fields to conceptualise across theo- retical perspectives across multiple levels at the outset of their scientific experi- ence. However, preparing graduate students with the foundational competences to engage in a variety of professional practices is not enough; it is also recommended introducing doctoral students to, and having them engage in, a type of reflection known as the scholarship of practice (McDaniels and Skogsberg 2017). The schol- arship of practice is a type of research that aims to improve professional perfor- mance of individuals who implement that scholarship and build a knowledge base on efficacious professional practices to help institutional and societal leaders in the academy, industry, and the public sectors (Braxton 2005).
An important contribution by Andresen (2000) is pertinent to the advanced practice nursing practitioner/aspirant framing their clinical scholarship and schol- arly work and are presented as a starting point; critical reflectivity as a sensibility, scrutiny by peers, and an ethic of inquiry, that will act as a powerful generator for enacting Boyer’s scholarship domains (see Fig. 4.1) in the milieu of a comunity of inquiry.
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L. O’Connor, The Nature of Scholarship, a Career Legacy Map and Advanced Practice, Advanced Practice in Nursing, https://doi.org/10.1007/978-3-319-91695-8_3