This paper seeks to share with the reader some of the mechanisms currently being used to generate scholarship in academic nursing, both at the institutional and individual levels. It then goes on to explore other ways in which educational managers might encourage scholarly activity. Finally, it presents the crystallization of ideas generated during discussions conducted with lecturers focusing on their selection of a workable path towards a future of scholarship, for them as an academic. It is intended as food for thought for managers of educational programmes and individual nurse academics as they scan the horizons of the future in an attempt to make the 'best' decisions for the profession of nursing and individuals within it.
"Robinson, Watson, and Webb (2002) suggest that this change does not need to take the form of a revolution but should be more in the form of an evolution of what nurse educators are already doing. Thus, it is suggested that if the relevant mechanisms are developed, then the existing roles of lecturers will evolve into becoming scholarly ones (Barton, 1998; Crookes & Bradshaw, 2002; Wilson-Barnett, 1997). Therefore, the intent of this article is to demonstrate the process of developing a scholarly forum within a department of nursing in a UK university. "
[Show abstract][Hide abstract] ABSTRACT: The rapid move of nursing in the UK into the university sector in the early 1990s has not only opened up a set of new possibilities for nurse educators but also created a set of new challenges. One such challenge is to transform the teaching cultures of these new departments into a scholastic culture. This article, using Lewin's framework of change along with theories of cultural change, demonstrates the creation of a scholarly forum that would facilitate the creation of a scholarly culture.
Teaching and Learning in Nursing 04/2007; DOI:10.1016/j.teln.2007.01.007
"Both Nelms (2004) and Taylor et al. (2004) are quick to point out that writing for publication is important for the career development of nurses and midwives. Crookes and Bradshaw (2002) have also stated that, within both Australasia and the UK, hallmarks of professional individual development and success are underpinned by the ability to conduct and publish research. The reality, though, is that those who do complete higher degrees often breathe a 'sigh of relief ' and equate completion of their degree with closure. "
Nursing & Midwifery Research: Methods and Appraisal for Evidence-Based Practice, 3rd edited by Zevia Schneider, Dean Whitehead, Doug Elliott, 01/2007: chapter Writing and presenting research findings for dissemination.: pages 374-389; Elsevier - Mosby.
[Show abstract][Hide abstract] ABSTRACT: This paper seeks to outline how clinical and academic colleagues can work together to promote nursing research and development in order to enhance care delivery. The literature shows that problems concerning capacity and capability continue to impede progress in developing further the contribution that nursing research can make to patient care. The settings which are the focus of this collaboration are a large acute teaching hospital NHS Trust and a post-1992 university. In order to develop firm foundations that a collaborative nursing research strategy could rest on, a SWOT analysis was undertaken. The SWOT analysis demonstrates that there is a clear need to increase the number of nurses participating in research and development activities in both settings. This is a fundamental requirement if evidence based nursing practice is to be a reality.
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