Consider      AACN’s definition of scholarship and their vision of the role of the      DNP-prepared nurse in furthering nursing scholarship

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Defining Scholarship

 

 

A hallmark of your education at Walden University is your development as a scholar-practitioner. As a doctoral student, you have been actively engaged in scholarly activities that support your growth as a scholar-practitioner. As you continue to develop, implement, and evaluate your EBP project, you will be applying scholarship as you translate research into practice. A key element of scholarship is dissemination.

 

As you prepare for this Discussion, consider the role of evaluation and dissemination in scholarship. If research is not disseminated, can it be considered scholarship?

 

 

To prepare:

 

  • Reflect      on the definitions and criteria for scholarship presented in the Learning      Resources.
  • Consider      AACN’s definition of scholarship and their vision of the role of the      DNP-prepared nurse in furthering nursing scholarship.

 

 

write a minimum of 550 words essays in APA format with at least 3 references from the list of REQUIRED READINGS below. Include the level one header as underlined below:

 

 

Post a cohesive scholarly response that addresses the following:

 

  • What      is the role of the DNP-prepared nurse in scholarship? Provide at least two      specific examples.

 

 

 

Required Readings

 

 

 

White, K. M., Dudley-Brown, S. & Terhan, M.F. (2016). Translation of evidence into nursing and health care practice (2nd ed.) New York, NY: Springer.

 

 

Chapter 18, Dissemination of Evidence (SEE ATTACHED FILE)

 

 

 

American Association of Colleges of Nursing. (1999). Defining scholarship for the discipline of nursing. Retrieved from http://www.aacn.nche.edu/publications/position/defining-scholarship

 

 

 

American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. Retrieved from http://www.aacn.nche.edu/publications/position/DNPEssentials.pdf

 

 

 

Boyer, E. L. (1992). Scholarship reconsidered: Priorities of the professoriate. Issues in Accounting Education, 7(1), 87-91.

 

Carina, K., Chan, Y., Oldenburg, B., & Kasisomayajula, V. (2015). Advancing the science of dissemination and implementation in behavioral medicine: Evidence and progress. International Journal of Behavioral Medicine, 22, 277-282 doi 10.1007/s12529-015-9490-2

 

 

 

Glassick, C. E. (2000). Boyer’s expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Academic Medicine, 75(9), 877-880. Retrieved from http://www.academicpeds.org/events/assets/Glassick article.pdf

 

 

 

Lane, J.P. & Stone, V.J. (2015). Comparing three knowledge communication strategies – diffusion, dissemination and translation – through randomized controlled studies. Assistive Technology doi:10.3233/978-1-61499-566-1-92

 

 

 

Leeman, J., Myers, A.E.,Ribisl, K.M.,& Ammerman, A.S. (2015). Disseminating policy and environmental change interventions: Insights from obesity prevention and tobacco control. International Journal of Behavioral Medicine, 22:301–311 doi 10.1007/s12529-014-9427-1

 

 

 

Rieger, K. & Schultz, A.S. (2014). Exploring arts-based knowledge translation: Sharing research findings through performing the patterns, rehearsing the results, staging the synthesis. Worldviews on Evidence-Based Nursing, 11(2), 133–139.

 

 

 

Tricco, a.C., Ashoor, H.M., Cardoso, R., MacDonald, H., Cogo, E., Kastner, M., Perrier, L., McKibbon, A., Grimshaw, J.M. & Straus, S.E. (2016). Sustainability of knowledge translation interventions in healthcare decision making: a scoping review. Implementation Science, 11(55) doi 10.1186/s13012-016-0421-7

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