DNP 820 Assignment Scholarly Activities Essay
DNP 820 Assignment Scholarly Activities Essay
Details:
Throughout the DNP program, learners are required to provide a report documenting participation in a minimum of four scholarly activities outside of clinical or professional practice These reports will be due in specific courses throughout the program, as described below, and must be documented in your Practice Portfolio by the end of each course in which an activity report is due.
Examples of scholarly activities include attending conferences, seminars, grand rounds, participating in policy and quality improvement committees, writing scholarly publications, participating in community planning, serving as a guest lecturer, etc. Involvement in and contribution to interdisciplinary initiatives are also acceptable scholarly activities.
Documentation of these activities is required in DNP-810, DNP-820, DNP-830, and DNP-840.
DNP 820 Assignment Scholarly Activities Essay
A summary report of the scholarly activity, including who, what, where, when and take home points, will be submitted as the assignment. Include the appropriate program competencies associated with the scholarly activity and future professional goals related to this activity. You may use the “Scholarly Activity Summary” template to help guide this assignment.
Scholarly_ Activity_Summary_Template.doc
Tutorialsexperts helps in providing the best essay writing service. If you need 100% original papers for DNP 820 Full Course Assignments GCU, then contact us through call or live chat.
Attempting to define scholarly activity so that it is relevant to graduate medical education across specialties and institutions—from the large academic center to a rural teaching environment—is akin to finding the Holy Grail.
Scholarly activity is a common program requirement for accreditation by the Accreditation Council for Graduate Medical Education (ACGME) for all specialties.1,2 Last year alone across specialties and subspecialties, Residency Review Committees (RRCs) issued 402 citations (6.5% of all citations) for scholarly activity.3 At the same time there is no uniform way to assess scholarly activity of faculty and residents. Although some RRCs have developed rubrics that help them ensure that scholarly activity is being performed to their specifications, other RRCs do not have a similar mechanism. In an effort to streamline the review process and ameliorate subjectivity, the Council of Review Committee Residents (CRCR) and its education subcommittee recognized the need for a minimum or base-level requirement that faculty and residents from all specialties in all academic settings would be expected to meet with regard to scholarly activity. The objective is to make a useful and accessible definition with a proposed rubric to enable a more objective evaluation of all residency programs.
Medical educators, particularly Boyer,4 Fincher et al,5 Simpson et al,6 Glassick et al,7–,9 Irby et al,10 and Simpson and Fincher,11 have written extensively on the topic of scholarly activity. Boyer sought to “move beyond the tired old ‘teaching versus research’ debate and give a familiar and honourable [sic] term ‘scholarship’ a broader, more capacious meaning, one that brings legitimacy to the full scope of academic work.”4 This is applicable to the development of a definition of scholarly activity in graduate medical education. Boyer’s pivotal work lays out the 4 components of scholarship: discovery, integration, application, and teaching.4 Many other works have asserted that these aspects of scholarship are important for consideration, especially teaching.5,9,10,11 Other works have provided insight about how scholarly activity may be assessed.6–,8 We will draw on these themes in our definition of scholarly activity and its rubrics.