Personal Philosophy of Scholarship in Nursing


Philosophy serves as every person’s guide. The study delves into Boyer’s model of scholarship. Scholarship relates to the academic learning process. My personal philosophy includes continually gaining more knowledge and adapting to the needs of society, especially the students.

Implementation of the Philosophy

Within the nursing academe, the implementation of the above personal philosophy is grounded upon Boyer’s Model of Scholarship. The scholarship includes establishing environments that are conducive to student and faculty learning (Utley, 2010). The professor discards the prior teacher-based teaching program. Next, the professor shifts to the learner-centered pedagogy. In the average classroom environment, some students are fast learners. Compared to the less mentally gifted students, the nursing instructor allocates lesser classroom hours teaching the fast learners. Teachers must ask student feedback questions. The questions indicate which topics are confusing and vague. Consequently, the teacher allocates enough time discussing vague or complex topics. Clearly, my personal philosophy is pegged on Boyer’s Model of Scholarship.

Further, the responsible professor adjusts to the teaching environment. The professor determines each student’s current learning status. Next, the professor tailors the lessons to fit each student’s current learning level. If the student has no basic knowledge of the research topic, the professor starts by explaining the basic concepts. If the student has intermediate knowledge of the subject, the professor does not touch on the basic concepts (Utley, 2010). Surely, the professor effectively adjusts to the learning situation.

Moreover, the teaching process change includes several factors. First, the professor continues to discover new nursing trends. The trends enhance the student textbook knowledge. Second, the professor applies textbook concepts to each laboratory experiment. Third, the professor discusses the latest nursing technology updates (Utley, 2010). Undoubtedly, the teaching process change incorporates many aspects.

In compliance with the above implementation, I will introduce policy improvements within the current teaching methodologies. I will develop instructional materials. The materials will favorably inspire and challenge the students. Next, I will introduce the latest nursing research materials. I will develop testing instructional materials. The instructional materials will motivate the students. I will introduce timely program-level assessment policies (Utley, 2010). Without a doubt, my personal philosophy includes the introduction of beneficial teaching improvements.

Utilization of Change Theory to Support My Timeline

Boyer’s Model of Scholarship includes the teaching aspect. The aspect centers on improving the current teaching process. The improvement includes conducting researches. Consequently, the professor’s research articles are included in published professional journals. Likewise, the professor implements the best teaching strategies. Different nursing subjects require different teaching strategies. The professor must continually adjust the teaching program to fit diverse classroom situations (Zanten, 2011). Unquestionably, the Boyer’s Model of Scholarship enhances the teaching environment.

To support my timeline, I will implement the change theory procedures. Along the way to achieving the learning process change theory, I will institute the unfreezing stage of the change process. Here, I will stop the current teacher-based teaching strategy. Under the current strategy, the professor strictly implements a prescheduled subject discussion format. The current format is not hindered by the slow learning students’ learning predicament. For the fast learners, the seemingly slow teacher is a bore (Hunt, 2009). Undeniably, I will unfold the change theory procedures to meet my preset timeline.

Next, the professor changes the current teaching strategies. The professor shifts to the student-based teaching methodology. In the same manner, the professor learns to adapt to the students’ learning capacity (Hunt, 2009). If the student’s classroom learning capacity is slow, the professor implements a slow teaching strategy. Certainly, the teacher sets into motion a new teaching strategy.

Further, the professor implements the freezing step of the teaching change process. During this step, the professor continually implements the responsive student-based teaching strategies. The professor uses relevant textbooks. The classroom experiments are prepared using the same student-based scientific process (Hunt, 2009). Noticeably, freezing step should be implemented.

Furthermore, the communication process change is applied to the typical nursing assessment process (Timby, 2009). The assessment phase includes diagnosis of the problem, determining the patient’s change capacity, and the change agent’s motivation. Next, the planning phase includes choosing the change aims. The phase includes determining the function of the change agent. Lastly, the implementation phase centers on the continuing implementation of the change. Vividly, the nursing process will benefit from the change process.

Lastly, the Boyer model enhances the academic teaching process. The model’s discovery concept incorporates the professor’s discussing the importance of both patient care and patient comfort. The professor imbues on the students the importance of caring for the sick and terminally ill patients. The model’s integration concept includes scrutinizing the research findings. The research findings augment the nursing textbook concepts. The model’s application process states that the professors train the students to be helpful future community leaders (Price, 2012). Obviously, the model improves the teaching practice.


Summarizing the above research, philosophy guides the individual’s acts. Boyer’s Model of Scholarship enhances the teaching profession. Communication improves the teaching process. With enhanced teaching, the students will reap more benefits from their academic activities. Overwhelmingly, my personal philosophy is geared towards enhancing the academic learning process.


Hunt, G. (2009). Effective Teaching: Preparation and Implementation. New York: Thomas Press.

Price, R. (2012). Fast Facts for Nursing Academic Portfolio. New York: Springer Press.

Timby, B. (2009). Fundamental Nursing Skills and Concepts. New York: Lippincott Williams & Wilkins.

Utley, R. (2010). Theory and Research for Academic Nurse Educators. New York: Jones and Bartlett.

Zanten, S. (2011). Joining the Mission: A Guide for New College Faculty. New York: Eerdmans Press.