2020 年 18 巻 2 号 p. 40-48
One method of developing clinical scholars in nursing who then become leaders is through effective mentorship relationships. The purpose of this paper is to define scholarship according to Boyer's Model, using as an example the roles of faculty and students in the Doctor of Nursing Practice program in the United States. The expected competencies of graduates from this clinical doctoral nursing program are modifiable and can be applied to nurses at all levels of educational preparation. Productivity through clinical scholarship empowers nurses with the skills and confidence they need to become leaders who will engage in change based on scientific evidence to improve patient care and health care outcomes. Facilitating clinical scholarship is the responsibility of all nursing faculty, administrators, practicing nurses, and organizations in which nurses are employed. The culture within an organization is important in encouraging and providing opportunities for scholarship and mentorship. Research findings are used to define mentorship, and strategies are discussed to implement mentorship programs on different levels in various settings, from individual to institutional. Every nurse has the potential to be a mentor. Clinical scholars are leaders by the nature of the way they approach the work they do. Nurses can make a difference in practice, education, research, and policy if given the necessary tools and support.
