Lifelong learning is an important part of excellence and professionalism. As guided by the Canadian Association of Schools of Nursing, Boyer’s model is used to organize the presentation of my scholarly activities. Although I feel that this model does not adequately capture all elements of the scholarship of teaching and learning, it is a useful framework for a common understanding among nursing educators. I like the acknowledgement that the domains are dynamic and overlapping. For insight into how my definition of scholarship has evolved please visit this blog post.

Scholarship of Discovery 

This domain of scholarship involves traditional components of research projects including grant awards, research publications, and presentation of research findings (Canadian Association of Schools of Nursing, 2013).

My commitment to research is evident in an ongoing commitment to build new knowledge and publishing in peer-reviewed journals. To date, my research has focused on student experiences in education, primarily from their perspective. As a research team member and principal investigator, I have explored topics such as innovation, safety in clinical learning, rural nursing education, and interprofessional clinical education among other topics. For a list of publications, presentations and other forms of dissemination that support all four domains of scholarship please click here.

Scholarship of Teaching

With a firm commitment to quality improvement and innovation in my day to day teaching practices, I am always trying new things and testing their effectiveness, formally and informally. These practices are informed by my scholarship of integration as true excellence in teaching relies on interprofessional collaborations. The Canadian Association of Schools of Nursing (2013) identifies that developing and studying innovative teaching practices through theoretical or research-based investigation falls within this domain of scholarship.

Connecting with educators across disciplines has fostered innovation and inspired colleagues. These connections have occurred in person and online, primarily through Twitter. Ideas are generated by exposure to and consideration of diverse perspectives. Once tested, I share reflections and evaluations of these ideas.

Reflections on my learning are shared through my blog. While not peer-reviewed, the comments section invites public review and critique of all postings. In addition, I share materials that I have created and describe the reasons behind innovative practices that I have trialled on my blog.

Screenshot of a Blog Post titled “Technologist to the Rescue!” Click on it to see the post.

Several presentations at academic conferences are focused on disseminating formal and informal evaluation of innovative practices that I have tested. In 2019 the focus has been on the innovative use of media, negotiating grades, and gamification. For more information about topics please visit the innovation page on this website.

A common thread in my scholarship of discovery is the need for students to experience a strong connection with educators so students feel supported in their learning. As an educator, I strive to reflect the characteristics of someone students can feel connected to and comfortable with – available, approachable, supportive, honest, trustworthy, and fair, which is reflected in my teaching philosophy. Often, my formal research projects in this domain are based on informal evaluations that have been shared and adopted internally.

Scholarship of Integration

Purposeful examination of the work of others in order to generate new understanding is defined as the scholarship of integration (Canadian Association of Schools of Nursing, 2013). Publications and presentations that build on previous work are examples of this type of scholarship. Working with scholars from other disciplines is important for bringing new meaning to the literature we examine.

Collaboration with colleagues in Cambrian’s Teaching and Learning Innovation Hub has enabled the development of personal learning networks. As Cambrian’s Innovation Champion, I am in discussions with managers as well as professors from across the college about experiences and evidence around technology, gamification of learning and open educational resources. As we informally discuss evidence and experiences new research opportunities are surfacing involving possible future collaborations. Much of this discussion happens in Cambrian’s Hub.  Beyond Cambrian, I have developed a personal learning network with peers from eCampusOntario and educators from Kindergarten to Post-secondary levels through the Canadian Network for Innovation in Education (CNIE). Our learning is made public through internal and external presentations, blog posts and social media.

Screenshot of a Blog Post titled “Opening Up: Starting the conversation with an Open Day” Click on it to see the post.

Scholarship of Application

Working with community groups to generate knowledge is the scholarship of application (Canadian Association of Schools of Nursing, 2013). My commitment to education extends beyond my role as an educator. Service to the community is an important aspect of my role as a professional. Over the past 10 years, I have volunteered at the schools my children have attended in various capacities from teaching karate lessons to serving as Vice Chair of Parent Council. As a community representative, I used my skills to advocate for community needs during the accommodation review process of the Rainbow District School Board. As a result of community efforts, some school closures were prevented and/or modified.

Within Cambrian, I have also volunteered to sit on numerous committees including Academic Advisory, Collaborative Scholarship, Teaching and Learning Framework, Innovation, and, most recently, Ethics. These efforts are disseminated through the college in various ways. For example, the Teaching and Learning Framework was launched in the 2015 to 2016 academic year.

Currently, I am working to advocate for policies and practices that support open education both within my institution and nationally. Externally, within my nursing role, have been an active member of the RNAO and served on their research committee. These contributions to both the community and my academic institution demonstrate my commitment to quality education, governance, and decision making.