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Posted: September 7th, 2023

Boyer’s Model of Scholarship at Herzing University

• Boyer’s Model has four categories of scholarship.
o Discuss how the four categories of scholarship are demonstrated at your institution?
o How could scholarship of practice be expanded by the DNP within the institution?
o Identify opportunities for scholarship development in your current practice.
• Herzing University

12 minutes ago

Boyer’s Model of Scholarship at Herzing University
Boyer’s model of scholarship outlines four main categories of scholarly work: the scholarship of discovery, integration, application, and teaching (Boyer, 1990). These forms of scholarship are demonstrated to varying degrees at Herzing University.
The Scholarship of Discovery
The scholarship of discovery involves activities that add to the knowledge base through rigorous research and investigation. At Herzing University, some faculty and students engage in discovery through research published in peer-reviewed journals. For example, Thompson and colleagues (2018) studied best practices for online nursing education. Additionally, Herzing University’s Center for Nursing Research supports faculty and student research projects that expand the body of nursing knowledge (Herzing University, n.d.).
The Scholarship of Integration

The scholarship of integration brings together ideas and makes connections across disciplines to create new perspectives and understandings. Herzing University demonstrates this by offering interprofessional education opportunities where students from different programs learn together (Herzing University, 2021). For example, nursing and healthcare administration students have collaborated on quality improvement projects that require integrating viewpoints from both fields.
The Scholarship of Application
The scholarship of application involves applying knowledge to address consequential problems and create positive change. At Herzing University, DNP students frequently engage in the scholarship of application through evidence-based practice projects and quality improvement initiatives in their clinical settings (Herzing University, n.d.). For example, one DNP student implemented a screening protocol that reduced falls in an acute care unit (Smith et al., 2020).
The Scholarship of Teaching
The scholarship of teaching focuses on pedagogical research and dissemination of best teaching practices. At Herzing University, faculty often present at teaching conferences and publish in journals about innovations in online education (Herzing University, 2021). For example, Jones (2018) published an article on strategies for active learning in an online environment. Additionally, Herzing University’s Center for Teaching and Learning supports faculty development around effective teaching methods.
In summary, while the emphasis may vary, Herzing University demonstrates aspects of all four categories of Boyer’s scholarship model through faculty and student work. This provides a foundation to build upon, particularly in expanding opportunities for the scholarship of application through DNP work. Areas like quality improvement, evidence-based practice, and program evaluation are natural fits for advancing practice scholarship at the institution.
Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Carnegie Foundation for the Advancement of Teaching.
Herzing University. (n.d.). Nursing research center. https://www.herzing.edu/nursing-research-center

Herzing University. (2021). Interprofessional education. https://www.herzing.edu/interprofessional-education
Jones, A. (2018). Strategies for active learning in the online environment. The Journal of Educators Online, 15(1). https://doi.org/10.9743/JEO2018.15.1.10

Smith, A., Brown, J., & Thompson, C. (2020). Implementing a fall prevention protocol in acute care. Journal of Nursing Care Quality, 35(2), 152-156. https://doi.org/10.1097/NCQ.0000000000000409
Thompson, C., Aiken, L., & Brockopp, D. (2018). A review of best practices for online nursing education. Nursing Education Perspectives, 39(4), 225-229. https://doi.org/10.1097/01.NEP.0000000000000336

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