As a practice discipline, nursing scholarship informs science, enhances clinical practice, influences policy, and impacts best practices for educating nurses as clinicians, scholars, and leaders. Addressing the complexities of contemporary practice, education, and research is typically interprofessional, involving scholars from many disciplines with a variety of terminal degrees (e.g., MD, PharmD, and DPT). The complexity of health services requires that nurse scholars engage in a high level of teamwork that is multidisciplinary (knowledge stays within disciplinary boundaries), interdisciplinary (harmonization and synthesis between disciplines in a coordinated and coherent whole), and transdisciplinary (integrating sciences that transcend disciplinary boundaries; Choi& Pak, 2006).
The preferred state is to create a system of recognition for nursing faculty who are scholars in research, practice, policy, and/or education. The system should value all scholarly contributions. To that end, the purpose of this position statement is to:
- create a definition of scholarship that is inclusive and supports multiple ways of knowing;
- address the scholarship of discovery or scientific inquiry, the scholarship of practice, and the scholarship of teaching; and
- describe the integration of scholarship across institutional missions and how scholarship is promoted
Defining Scholarship
Nursing scholarship is the generation, synthesis, translation, application, and dissemination of knowledge that aims to improve health and transform health care.
Scholarship is the communication of knowledge generated through multiple forms of inquiry that inform clinical practice, nursing education, policy, and healthcare delivery. Scholarship is inclusive of discovery, integration, application, and teaching (Boyer, 1999). The hallmark attribute of scholarship is the cumulative impact of the scholar’s work on the field of nursing and health care.
The scholarship of discovery or scientific inquiry takes the form of primary empirical research, analysis of large data sets, theory development and testing, methodological studies including implementation science, health services research, and philosophical inquiry and analysis. Furthermore, the scholarship of discovery results in new knowledge, refines or expands existing knowledge, and is translatable into practice. Inquiry in nursing is conducted within laboratories; communities; and with individuals using qualitative, quantitative and community- based approaches. In addition, scientific inquiry engages and benefits diverse populations and age groups, providing the evidence to support culturally sensitive interventions to improve quality of life, optimize health promotion, enable self-management, enhance end-of-life care, and contribute to healthcare policy (AACN, 2016a; Grady, 2016; Kerr, 2016). Incorporating the social determinants of health in research and practice is central to understanding the effect of health care and interventions on patient-centered outcomes (RWJF, 2016; IOM, 2014). Research scholars regardless of settings use similar designs and methods in understanding phenomena, examining relationships, or testing interventions with their different populations of interest.
The scholarship of practice is a critical component in shortening the theory to practice gap (Boyer, 1990). The scholarship practice interprets, draws together, and brings new insight to original research. Nursing’s broad understanding of theory based in multiple disciplines as well as its long history of collaboration allows for the interconnection of ideas to change practice and solve problems. The practice scholar applies evidence to practice, incorporating implementation and translation science. Scholarship is guided by a multitude of innovative methods of inquiry that are informed through clinical practice with an aim of improving and transforming healthcare delivery and patient outcomes. Practice scholars apply and integrate evidence to and from clinical practice and conduct quality improvement using methodologies to improve care processes.
The scholarship of teaching focuses on the transmission, transformation, and extension of knowledge (Boyer, 1999). Teaching scholars develop, evaluate, and improve nursing curricula, student learning, and teaching methodologies. The scholarship of education focuses on the understanding, describing, and teaching of learning endeavors as well as controlling, predicting, and disseminating outcomes of teaching-learning processes.
Threaded through the three domains of nursing scholarship is an emphasis on healthcare policy, which is critical to generating support for healthcare innovation and improvement in the public domain. The scholarship of healthcare policy includes: problem identification, problem analysis, stakeholder engagement, policy development, policy enactment (designing programs, influencing rules and regulations), policy implementation, policy/program evaluation, and the dissemination of evidence-based best practices.
Within academic nursing, the scholarship of discovery is advanced in a variety of ways, which include, but is not limited to:
Primary empirical research is the systematic collection of data to answer an empirical question or test a hypothesis. A variety of designs are used, including experimental, quasi- experimental, descriptive, qualitative, exploratory, and case studies. Methods include ethnography, historical, critical inquiry research, critical research designs, and community- based participatory research. Data may include, but are not limited to, primary empirical measurements, observations and specimens, genetic materials, personal oral accounts regarding the phenomenon of interest, historical documents and art work, and data from community focus groups. The choice of design in the scholarship of discovery is dependent on the research question and a number of factors such as importance of internal and external validity, data availability, or urgency of the decisions.
Analyzing large data, a field of inquiry often referred to as “Big Data,” is a component of scientific inquiry that analyzes combined existing data from previous studies to form a large data set to provide meaningful results to improve health interventions and outcomes (Raghupathi & Raghupathi, 2014).
Theory development is the process of drawing together scientific and experiential knowledge, assumptions, and principles into a systematic set of statements that have explanatory and predictive power with respect to an area of experience. Scientific theories suggest explanations for phenomena that may be subjected to empirical tests
Methodological studies, including implementation and translational science, involve the development and testing of new or revised methods of inquiry that generate knowledge. Implementation science seeks to identify barriers (personal, economic, and management) to effective evidence translation and examines the causal relationships of the interventions and the outcomes. The aim of translational science is to promote the rapid translation of research outcomes to clinical care to provide evidenced-based treatments (National Institutes of Health, 2017).
Health services research “examines how people get access to health care, how much care costs, and what happens to patients as a result of this care. The main goals of health services research are to identify the most effective ways to organize, manage, finance, and deliver high-quality care; reduce medical errors; improve patient safety; and impact policy formation and revision (Agency for Healthcare Research and Quality, 2002).
Philosophical inquiry in nursing is metaphysical, epistemological, and ethical and involves critical reasoning and argument that is systematic, rational, and critical. It seeks to answer questions related to the meaning of health and illness in the context of human life, how we acquire and evaluate knowledge, and the standards of conduct of life. Whether arguments are inductive or deductive in nature, assumptions are thoroughly examined and principles of logical thought and proof are followed.
Examples Applicable to the Scholarship of Discovery
- Generates new knowledge based on systematic evaluation using all methods of scientific inquiry to inform nursing practice, education, and/or policy through translation of research findings.
- Secures competitive extramural funding to investigate phenomena that expand the core of nursing knowledge.
- Leads successful research initiatives to include research teams or centers at the local, regional, national, or international arenas that focus on scientific inquiry to augment nursing knowledge related to health promotion and/or testing of interventions to improve health and disease outcomes.
- Develops innovative scientific approaches that inform practice and advance healthcare delivery methods.
- Disseminates in peer-reviewed journals with published impact factors or through media outlets.
- Presents research findings at regional, national, and international conferences and healthcare meetings.
- Communicates to lay groups to promote translation and implementation of research findings.
- Develops and investigates unique programs of scientific inquiry at the basic, clinical, or population level to include testing interventions for efficacy, effectiveness, or implementation processes.
Generates new knowledge based on systematic evaluation using all methods of scientific inquiry to inform nursing practice, education, and/or policy through translation of research findings.
- Secures competitive extramural funding to investigate phenomena that expand the core of nursing knowledge.
- Leads successful research initiatives to include research teams or centers at the local, regional, national, or international arenas that focus on scientific inquiry to augment nursing knowledge related to health promotion and/or testing of interventions to improve health and disease outcomes.
- Develops innovative scientific approaches that inform practice and advance healthcare delivery methods.
- Disseminates in peer-reviewed journals with published impact factors or through media outlets.
- Presents research findings at regional, national, and international conferences and healthcare meetings.
- Communicates to lay groups to promote translation and implementation of research findings.
- Develops and investigates unique programs of scientific inquiry at the basic, clinical, or population level to include testing interventions for efficacy, effectiveness, or implementation processes.
- Contributes to the development of scientific standards, health-related guidelines, or policies on a regional, national, or international level.
- Consults as an academic research partner in clinical settings.
- Publish best practices or evaluation outcomes of doctoral-level nursing programs.
- Is nationally recognized by peers for expertise, excellence, and innovation within an area of research specialty.
- Provides expert reviews for scientific projects and journals, periodicals, or textbooks.
- Receives regional, national, or international awards or recognition of contributions by a peer professional group.
- Guides interprofessional and leadership teams based on area of expertise to improve health and transform health care.
- Serves as a regional, national, or international research expert in leadership positions, on review committees, and on healthcare boards.
- Creates new theoretical frameworks/theory to guide, test, and disseminate the work of new phenomena
The Scholarship of Practice is directly related to the need to address and resolve specific issues within practice – related to individual patients, organizations, and social problems (Boyer, 1990). Thoun (2009) suggested that this level of inquiry is imaginative, artistic, and resourceful. Development of clinical knowledge is created by practice scholars who question why certain methods are used and look for improvements in practice (Peterson& Stevens, 2013). Internal evidence is generated through outcomes management, quality improvement, and evidence-based practice projects that translate evidence into practice and policy to improve care and outcomes (Melnyk, 2013). The implementation of evidence-based practices generates local knowledge related to how best to improve healthcare processes and patient outcomes that may be transferable as best practices.
Velasquez, McArthur, and Johnson (2011) describe application and integration in terms of engagement and optimization. Engagement refers to the meshing and integration of knowledge into practice: whereas, optimization is the phase in which knowledge and theory generation is viewed as dynamic and ongoing, continuously inspiring new questions and innovations. The Scholarship of Practice may be advanced in numerous ways:
Application of competencies that promote the evaluation of clinical knowledge, new practice strategies, and systems of care that facilitate utilization of evidence-based processes. Strategies such as information technology and research are often used to evaluate and improve care. The development of quality indicators and innovative healthcare delivery models are critical to the scholarship of practice. In order to support the use of these competencies, new practice-based roles within health systems must be developed and implemented.
Establishment of academic-practice partnerships that leverage the expertise of nursing faculty and clinicians to integrate systems of health care, improve health outcomes, and foster development of financially viable new models of care leveraging the talents and expertise of nursing faculty with clinical staff through academic-practice partnerships, new questions may emerge requiring research that generates evidence to inform new best practices as a result of such partnerships (Bleich, Hewlett, Miller,& Bender 2004; Peterson & Stevens, 2013; AACN, 2016a).
Measuring patient, organizational, and administrative outcomes that includes metrics relevant to patients, organizations, systems, and policymakers (e.g., cost, care outcomes, patient and provider satisfaction) facilitates data-driven decisions, and allows for impact analysis of outcomes in all arenas.
Evaluating interprofessional team outcomes is imperative for the delivery of team-based care. The development of the interprofessional healthcare team effectiveness and team science is evolving to produce optimal safety and quality outcomes. Components of team evaluation may include organizational context, task design, team process, team psychosocial traits, and team effectiveness, which are defined by patient/provider outcomes (Van Dijk-de Vries et al., 2016). Potential outcomes may incorporate use of guidelines orstandards, patient and provider satisfaction, clinical process improvement, collaborative behavior, and error rates (Reeves, Perrier, Goldman, Freeth,& Zwarenstein, 2013).
Examples Applicable to the Scholarship of Practice
- Develops best practices for translating evidence to practice based on results of translational and implementation science.
- Secures competitive funding to support innovations in practice.
- Publishes to influence practice via peer-reviewed venues.
- Disseminates policy papers through peer-reviewed media.
- Provides expert review for quality improvement projects, journals, periodical, or textbooks.
- Disseminates practice-based findings at regional, national, or international meetings.
- Analyzes system-wide data to evaluate practice patterns and/or uncover new issues related to practice from such data.
- Serves as a clinical practice specialist in partnerships that advance research, clinical improvements, policy development and/or implementation.
- Analyzes big data or conducts policy analysis at the community, state, national, or international level.
- Engages with stakeholders including patients, coalitions, corporations, and industries to educate the workforce, develop clinical innovations, and/or conduct research and practice transformation.
- Influences policy through leadership activities at the local, national, and international levels and participates in policy think tanks.
- Translates research and utilizes evidence to improve health and generate practice-based knowledge.
- Develops unique clinical nursing programs or interventions with documented effectiveness.
- Disseminates clinical programs or quality improvement initiatives in regional, national, or international arenas.
- Establishes and evaluates quality improvement initiatives.
- Leads in the development, review, and evaluation of clinical practice models to transform healthcare delivery.
- Translates research and utilizes evidence to improve health, impact practice, and effect change in health systems.
- Develops clinical guidelines, innovations, and new program initiatives.
- Assists with or conducts systematic reviews that synthesize summarize research findings to recommend solutions to current clinical problems.
- Evaluates and reports population health, satisfaction, and cost outcomes.
- Communicates best practices to lay groups to promote translation and implementation of research findings.
- Consults, reviews, or evaluates clinical nursing programs in other academic institutions.
- Consults with healthcare organizations to build capacity for improving care and implementing evidence-based practice.
- Recognized nationally by peers for expertise, excellence, and innovation within an area of practice specialty.
- Receives regional, national, or international awards or recognition of contributions by a peer professional group.
- Leads interprofessional teams to improve health and transform health care based on expertise.
- Serves as an expert in leadership positions, committee membership, healthcare boards, and other involvement related to practice expertise in regional, national, or international arenas.
- Uses secondary data from the electronic health record (EHR) to evaluate healthcare processes and patient outcomes, disseminating results to the external community to improve quality of care.
The scholarship of teaching focuses on understanding, describing, explaining teaching-learning strategies, assessing their impact on learner outcomes, and disseminating results. The evidence of learning is driven by scholarly inquiry and/or content mastery and must contribute new knowledge. The scholarship must be open for critique, review, and dissemination by the discipline (Allen& Field, 2005; Glassick, 2000; Oermann, 2014). Within academic nursing, the scholarship of teaching is advanced in many ways:
Evaluation research, which involves the study of teaching-learning processes, teaching methodologies, and curriculum processes. This form of research is designed to evaluate the impact and efficiency of teaching strategies and its impact on student and program outcomes.
Application of theoretical concepts used to guide teaching practices, curriculum development, and foster student success. These theoretical approaches can inform the science of nursing education to prepare quality nursing graduates at all levels that will provide safe, quality patient care.
Innovation necessary to improve nursing education as well as meet the needs of students, the healthcare community, and discipline. Innovation can focus on development, evaluation, and dissemination of new teaching strategies.
Examples Applicable to the Scholarship of Teaching
- Redesigns or develops educational systems to effectively prepare students as practitioners, researchers, and educators of the future.
- Develops and implements evidence-based educational strategies that promote critical thinking and clinical decision-making.
- Evaluates impact, cost effectiveness, and efficiency of teaching strategies in attainment of student learning outcomes.
- Disseminates research findings from programmatic and systematic evaluations to foster curricular changes in all levels of nursing education.
- Develops new teaching methods and strategies to prepare graduates for a transformed healthcare system.
- Incorporates and evaluates the use of instructional technology in nursing education.
- Leads the design of interprofessional education that enhances collaborative practice and/or policy development to improve health outcomes.
Integration of Scholarship Across Institutional Missions
Integration of scholarship across the institutional missions of research, practice, health policy, and/or education is essential to advance the professional practice of nursing and improve health outcomes.
In 1990, Boyer’s seminal argument for reframing higher education’s scholarship in terms of discovery, application, and teaching was a call for engagement of educational institutions and faculty with the communities served, as well as integration of scholarship. Health-focused commissions (Kellogg Commission, 2000 & 2001; Institute of Medicine, 2010) and professional societies (AACN-AONE, 2012; AACN, 2016a) have since developed agendas and recommendations for symbiotic partnerships between academia and practice settings. These partnerships foster creative solutions to common issues and a healthy recognition of the synergistic expertise and knowledge held by scholars across settings.
Advancing Healthcare Transformation: A New Era for Academic Nursing (AACN, 2016a) cites the need for alignment and integration of academic nursing with the practice setting to advance health, health care, and healthcare transformation. By working together, academic and practice leaders can accelerate the dissemination of shared knowledge, scientific inquiry, translational research, and policy advocacy that affect health and health outcomes (AACN, 2004; AACN, 2006). There are many approaches to advance mutual institutional missions (research, practice, and education) that focus on better care, quality, access, and value. These approaches apply the full extent of the knowledge and skills held by nurses.
Examples of the advancement of scholarship across institutional missions include:
- Using data and implementation science to inform population health strategies and the strategic direction of accountable care organizations (ACOs).
Using data and implementation science to inform population health strategies and the strategic direction of accountable care organizations (ACOs).
- Conducting demonstration projects and evaluating health system innovations and population health capabilities, including new care model designs.
- Implementing quality and safety interventions across care settings and into the community.
- Nurturing transdisciplinary research teams with a focus on improving science and population health interventions.
- Promoting formation of research programs in partnership with academic medicine, health systems, and other professional schools.
Advancing scholarship across the institutional missions will require strategic thinking regarding the nature of the relationships and the structures needed to facilitate partnerships. There are many models that can be applied, and the choice of the model is dependent on a number of factors, such as the needs of the patients served, the educational preparation or certification of the faculty and staff, geographic setting, and/or the academic programs offered at the partner university or college.
Examples of structural arrangements that support scholarship across institutional missions include:
- Foster research and practice – doctoral prepared faculty and staff or student teams to participate in clinical studies, project development, and implementation of evidence to practice or evaluation.
- Provide joint appointments of research-focused and practice-focused doctorally prepared scholars to inform research and practice through the translation of research findings, evaluation of practice innovation, and identification of improved outcomes.
- Use consultative roles for faculty nurse scholars for research studies and clinical projects in practice institutions.
- Develop consultative roles for nurse scholars from clinical practice to participate in curriculum development and evaluation of academic nursing programs and to precept nursing students.
- Develop partnerships between academic and practice experts to disseminate research findings through evidence-based practice projects and quality improvement initiatives.
- Develop teams of nurse scholars from practice and academic settings to collaborate with clinicians and administrators to develop, implement, and evaluate projects and studies.
Scholarship across institutional missions will require innovative methods to address the healthcare needs of individuals, populations, and the community served. Community partnerships are fundamental to advance research, practice, and teaching scholarship. These methods will require new areas of expertise for doctoral scholars. Arrangements for mentorship or consultation will need to be considered.
Examples of innovative methods needed in doctoral scholarship across institutional missions include the expertise to:
- Test methods for rapid translation to practice.
- Engage patients to inform the design and methods of research studies, such as community members in participatory action research.
Test methods for rapid translation to practice.
• Engage patients to inform the design and methods of research studies, such as community members in participatory action research.
- Conduct analysis to answer questions about a clinical problem using large data sets generated from clinical practice.
- Partner on evidence-based practice projects or specific phases of the process (Ask a question, Acquire the evidence, Appraise the evidence, Apply evidence to practice, Assess if a change occurred, and Adjust if needed – www.ebbp.org).
- Conduct clinical pilots and efficacy trials of new interventions, and test the effectiveness of interventions in multiple settings with diverse populations.
- Sponsor or co-sponsor policy efforts that support transformational change in healthcare organizations and systems.
Scholarship across institutional missions will focus on diverse topics, but the result is a holistic approach to the generation and application of knowledge in practice and academia. Innovative and emerging methods should be used to assess, plan, implement, and evaluate practice improvements and transformations. There are many structures and arrangements that can support these efforts. Structures will need to be assessed and chosen in consideration of the relevance and feasibility to the setting.
American Association of Colleges of Nursing. (2016a). Advancing healthcare transformation: A new era for academic nursing. Retrieved from www.aacnnursing.org/Portals/42/Publications/AACN-New-Era-Report.pdf
American Association of Colleges of Nursing. (2016b). Special survey on vacant faculty positions for academic year 2016-2017. Retrieved from www.aacnnursing.org/Portals/42/News/Surveys-Data/vacancy16.pdf
American Association of Colleges of Nursing. (2015). The doctor of nursing practice: Current issues and clarifying recommendations. Report from the task force on the implementation of the DNP. Washington, DC. Retrieved from www.aacnnursing.org/Portals/42/DNP/DNP-Implementation.pdf
American Association of Colleges of Nursing. (2017). Data on doctoral programs. Retrieved from www.aacnnursing.org/News-Information/Fact-Sheets/DNP-Fact-Sheet
American Association of Colleges of Nursing. (2011). The essentials of master's education in nursing. Washington, DC: Author
American Association of Colleges of Nursing. (2010). The research-focused doctoral program in nursing. Washington, DC: Author
American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. Washington, DC: Author
American Association of Colleges of Nursing. (2004). AACN position statement on the practice doctorate in nursing. Washington, DC: Author
American Association of Colleges of Nursing. (1999). Defining scholarship for the discipline of nursing. Retrieved from www.aacnnursing.org/News-Information/Position-Statements-White-Papers/Defining-Scholarship
American Association of Colleges of Nursing and-American Organization of Nurse Executives. (2012). AACN-AONE task force on academic practice partnerships. Retrieved from http://www.aone.org/resources/academic-practice-partnerships.pdf
Agency for Healthcare Research & Quality. (2002). Agency for healthcare research and quality.
Retrieved from: https://archive.ahrq.gov/about/whatis.html
Baum, F., MacDougall, C.,& Smith, D. (2006). Participatory action research. Australian Journal of Primary Health. Retrieved from http://doi.org/10.1136/jech.2004.028662
Bleich, M. R., Hewlett, P. O., Miller, K. L., & Bender, K. (2004). Beyond tradition: Synergizing intellectual and material capitol to forge the new academic-service partnership. Journal of Professional Nursing, 20, 285-294.
Boyer, E. (1990). Scholarship reconsidered: Priorities for the professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.
Brown, M., & Crabtree, K. (2013). The development of practice scholarship in DNP programs: A paradigm shift. Journal of Professional Nursing, 29, 330-337.
Burson, R. (2017). Scholarship in Practice. In K. Moran, R. Burson, & D. Conrad (Eds). The doctor of nursing practice scholarly project: A Framework for Success (2nd Ed.). Burlington, MA: Jones& Bartlett.
Choi, B. P. K.,& Pak, A. W. P. (2006). Multidisciplinarity, interdisciplinarity, and transdisciplinarity in health research, services, education and policy 1. Definitions, bbjectives and evidence of effectiveness. Clinical and Investigative Medicine, 29, 351- 364.
Dictionary.com. (2017a). Impact. Retrieved from http://www.dictonary.com/browse/impact?s=t
Dictionary.com. (2017b). Metaphysical. Retrieved from http://www.dictonary.com/browse/metaphysical
Faridi, Z., Grunbaum, J. A., Gray, B. S., Franks, A.,& Simoes, E. (2007). Community-based participatory research: Necessary next steps. Retrieved from http://www.cdc.gov/pcd/issues/2007/jul/06_0182.htm
Fawcett, J. (2013). Thoughts about multidisciplinary, interdisciplinary, and transdisciplinary research. Nursing Science Quarterly, 26, 376-379.
George, J. (2005). Nursing theories, the base for professional nursing practice (5th Ed.). Upper Saddle River, NJ: Prentice Hall.
Glassick, C. (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.
Grace, P. J.,Willis, D. G., Roy, C., & Jones, D. A. (2016). Profession at the crossroads: A dialog concerning the preparation of nursing scholars and leaders. Nursing Outlook. 64(1), 61- 70. doi:10.1016/j.outlook.2015.10.002
Grady, P. A. (2016). The NINR strategic plan: Advancing science, improving lives. Bethesda, MD: National Institute of Nursing Research.
Health Innovation Network. (2016). What is patient-centered care and why is it important? Retrieved from http://www.hin- southlondon.org/system/ckeditor_assets/attachments/41/what_is_person- centred_care_and_why_is_it_important.pdf
Hayashi, C., Yajima, K., Bock, H. H., Ohsumi, N., Tanaka, Y.,& Baba, Y. (1998). What is data science? Fundamental concepts and a heuristic example. In C. Y. Hayashi (Ed.), Data science, classification, and related methods. Studies in classification, data analysis, and knowledge organization (pp. 40-51). Tokyo: Springer.
Health policy, (n.d.). Retrieved September 5, 2017, from http://www.who.int/topics/health_policy/en/
Health Plus Social. (2016). An inquiry into the social determinants of health. USC School of Social Work. GreenHouse Center of Social Innovation. Los Angeles, CA.
Institute of Medicine. (2000). To err is human: Building a safer health system. Washington, DC: National Academies Press.
Institute of Medicine. (2001). Crossing the quality chasm.Washington, DC: National Academies Press.
Institute of Medicine. (2003). Health professions education: A bridge to quality. Washington, DC: National Academies Press.
Institute of Medicine. (2010). The future of nursing: Leading change, advancing health. Washington, DC: The National Academies Press.
Institute of Medicine. (2012). Best care at lower cost. Washington, DC: National Academies Press.
Institute of Medicine. (2014). Capturing social and behavioral domains and measures in electronic health records: Phase 2. Washington, DC: National Academies Press.
Kellogg Commission. (2000). Renewing the covenant: Learning, discovery, and engagement in a new age and different world. Washington, DC: National Association of State Universities and Land-Grant Colleges.
Kellogg Commission. (2001). Returning to our roots: executive summaries of the reports of the Kellogg commission on the future of state and land grant universities. Washington, DC: National Association of State Universities and Land-Grant Colleges.
Kerr, M. E. (2016). Support for nursing science. Nursing Outlook. 64, 262-270. doi:10.1016/j.outlook.2015.09.007
Lather, P. (2004). Critical inquiry in qualitative research; Feminist and poststructural perspectives: Science “after truth.” Foundations for Research Methods of Inquiry in Education and the Social Sciences. p. 203-215. Mahwah, NJ: Lawrence Erlbaum Associates.
Melnyk, B. M. (2013). Distinguishing the preparation and roles of doctor of philosophy and doctor of nursing practice graduates: National implications for academic curricula and health care systems. Journal of Nursing Education, 52, 442-443.
Mitchell, P., Wynia, R., Golden, B., McNellis, B., Okun, S., Webb, C. E., Rohrbach, V.,& Von Kohorn, I. (2012). Core principles and values of effective team-based health care. Retrieved from https://www.nationalahec.org/pdfs/VSRT-Team-Based-Care-Principles- Values.pdf
National Academies of Science. (2015). Assessing progress on the IOM report, the future of nursing. Retrieved from http://www.nationalacademies.org/hmd/Reports/2015/Assessing- Progress-on-the-IOM-Report-The-Future-of-Nursing.aspx
National Cancer Institute. (n.d.). About team science. Retrieved from https://www.teamsciencetollkit.cancer.gov/public/WhatIsTS.aspx
National Implementation Research Network. (2015). Implementation science defined. Retrieved from http://doi.org/10.1001/jama.2015.17949
National Institutes of Children's Health Quality. (2017). Improvement science. Retrieved from http://www.nichq.org/about/expertise/improvement-science
National Institutes of Health. (2017, February 23). Implementation science information and resources. Retrieved from https://www.fic.nih.gov/researchtopics/pages/implementationscience.aspx
National Institutes of Health. (2009). Definitions under subsection 1 (research objectives), Section I (funding opportunity description), Part II (full text of announcement), of RFA- RM-07-007: Institutional clinical and translational science award (U54) Mar 2007. Retrieved from http://grants.nih.gov/grants/guide/rfa-files/RFA-RM-07-007.html
National Library of Medicine. (2017). What is “precision medicine" -- and can it work? Retrieved from https://ghr.nlm.nih.gov/primer/precisionmedicine/definition
Oermann, M. (2014). Defining and assessing the scholarship of teaching in nursing. Journal of Professional Nursing, 30(5), 370-375
Okum, S., Schoenbaum, S., Andrews, D., Chidambaran, P., Chollette, V., Gruman, J., et al. (2014). Patients and health care teams forging effective partnerships. Retrieved from https://accp.com/docs/positions/misc/PatientsForging EffectivePartnerships%20-%20IOM%20discussion%20paper%202014.pdf
Peterson, K.,& Stevens, J. (2013). Integrating the scholarship of practice into the nurse academian portfolio. Retrieved from http://digitalcommons.brockport.edu/nursing_facpub/1
Raghupathi, W.,& Raghupathi, V. (2014, February 7). Big data analytics in healthcare: Promise and potential. Health Information Science and Systems, 2(1). doi:10.1186/2047-2501-2-3
Reeves S., Perrier L., Goldman J., Freeth D.,& Zwarenstein M. (2013). Interprofessional education: Effects on professional practice and healthcare outcomes (Update). Cochrane Database of Systematic Reviews. 2013, Issue 3. No.: CD002213.DOI: 10.1002/14651858.CD002213.pub3. www.cochranelibrary.com
Robert Wood Johnson Foundation. (2016). Using social determinants of health data to improve health care and health: a learning report. Retrieved from file://in-nursson2v/users/newhouse/Articles/rwjf428872_SocialDeterminentsofHEALTH_2016.pdf
Robert Wood Johnson Foundation. (2015). A culture of health: Measuring what matters. Retrieved from http://www.rwjf.org/en/culture-of- health/2015/11/measuring_what_matte.html
Rubio, D. M., Schoenbaum, E. E., Lee, L. S., Schteingart, D. E., Marantz, P. R., Anderson, K. E.,& Esposito, K. (2010). Defining translational research: implications for training. Academic Medicine, 85, 470-475. Retrieved from http://doi.org/10.1097/ACM.0b013e3181ccd618
Sampson, J. P., Jr., Driscoll, M. P., & Carroll, P. S. (2010). Guidelines for writing promotion and tenure letters for faculty members. Florida State University, Office of the Dean of the Faculties, Tallahassee, FL. Retrieved from https://education.fsu.edu/wp- content/uploads/2015/06/Guidelines-for-Writing-Promotion-and-Tenure-Letters.pdf
Schottenfeld, L., Petersen, D., Peikes, D., Ricciardi, R., Burak, H., McNellis, R., & Genevro, J. (2016). Creating patient-centered team-based primary care. AHRQ Pub. No. 16-0002- EF. Rockville, MD: Agency for Healthcare Research and Quality.
Smeltzer, S. C., Sharts-Hopko, N. C., Cantrell, M. A., Heverly, M. A., Nthenge, S.,& Jenkinson,
A. (2015). A profile of US nursing faculty in research- and practice-focused doctoral education. Journal of Nursing Scholarship, 47(2), 178-185.
Staffileno, B. A., Murphy, M. P.,& Carlson, E. (2016). Overcoming the tension: Building effective DNP-PhD faculty teams. Journal of Professional Nursing, 32, 342-348.
Steup, M. (2009a). Stanford encyclopedia of philosophy. Epistemology. Retrieved from https://plato.stanford.edu/archives/fall2016/entries/epistemology
Steup, M. (2009b). Stanford encyclopedia of philosophy. Metaphysics. Retrieved from https://plato.stanford.edu/entries/metaphysics
Terhaar, M. F.,& Sylvia, M. (2015). Scholarly work product of doctor of nursing practice: One approach to evaluating scholarship, rigor, impact and quality. Journal of Clinical Nursing, 25, 163-174.
Thoun, D. S. (2009). Toward an appreciation of nursing scholarship: Recognizing our traditions, contributions, and presence. Journal of Nursing Education, 48, 552-556.
Van Dijk-de Vries, A. N., Duiel-Peeters, I. G. P., Muris, J. W., Weeseling, G. J., Beusmans, H.
M. I., & Vriihoef, H. J. M. (2016). Effectiveness of teamwork in an integrated care setting for patients with COPD: Development and testing of a self-evaluation instrument for interprofessional teams. International Journal of Integrated Care, 16(1): 9, pp. 1–10. DOI: http://dx.doi.org/10.5334/ijic.2454
Velasquez, D. M., McArthur, D. B., & Johnson, C. (2011). Doctoral nursing roles in knowledge generation. In P.G. Reed and N.B.C. Shearer (Eds.), Nursing knowledge and theory innovation: Advancing the science of practice. New York, NY: Springer.
World Health Organization. (2010). Framework for action on inter-professional education & collaborative practice. Geneva, Switzerland.