Abstract：
Within higher education, scholarship is narrowly and inconsistently defined, limiting recognition of evolving faculty expectations, particularly for nursing faculty. At this academic medical center, a campus-wide, multi-school, academic advancement policy was achieved with a broader definition of scholarship that included: peer-reviewed publication of federally funded research, as well as innovation in curriculum development, teaching methodology, community engagement, safety and quality improvement, clinical practice, and health policy that would be applicable to tenure and non-tenure track faculty. The background, process, and outcomes of developing an expanded definition of scholarship that encompasses new and evolving areas of scholarship for a reconstructed academic personnel policy is presented. Beginning with a literature review and surveys of other schools\' policies, we describe how a campus-wide working group ensured consensus and acceptance of the new policy. Upon approval of the reconstructed document, guidelines for implementation were widely disseminated through training workshops and discussions, integration into new faculty orientation, and faculty development programs. We share our process, outcomes, and lessons learned believing this information to be useful to other institutions engaged in review and revision of their promotion and tenure processes to align with the increasing expectations of nursing faculty of today and tomorrow.
摘要：
在高等教育中，奖学金的定义狭窄且不一致，限制对不断发展的教师期望的认识，特别是护理教师。在这个学术医疗中心，整个校园，多学校，学术进步政策是通过更广泛的奖学金定义实现的，其中包括：联邦政府资助的研究的同行评审出版物，以及课程开发的创新，教学方法，社区参与,安全和质量改进，临床实践，以及适用于终身教职员工和非终身教职员工的卫生政策。背景,process,并提出了扩展奖学金定义的结果，该定义涵盖了重建的学术人员政策的新的和不断发展的奖学金领域。从文献回顾和对其他学校政策的调查开始，我们描述了校园范围内的工作组如何确保新政策的共识和接受。在批准重建文件后，通过培训讲习班和讨论广泛传播执行准则，融入新的教师定位，和教师发展计划。我们分享我们的过程，结果，以及经验教训，相信这些信息对从事审查和修订其晋升和任期过程的其他机构有用，以适应今天和明天护理教师日益增长的期望。
