Table 1 Summary of components of nursing scholarship in frameworks described in the literature and closely aligned to Boyer’s[10] framework of scholarship for practicing disciplines such as teaching

● Scholarship of discovery: knowledge for its own sake creating a venue for research, exploring what is the aesthetic leadership in nursing.

● Scholarship of discovery: what is to be known.

● Emergent scholarship: innovative research and knowledge where there is a focus on the use of nursing theories and models in research.

● Scholarship of integration: connecting academic knowledge base of scholar with clinical knowledge of practicing nurse with the academic knowledge of a scholar.

● Scholarship of integration: finding meaning in results and making connections across disciplines.

● Educational and administrative scholarship: systematic inquiry into established teaching or administrative process- curriculum development, policy development, evaluation teaching research; e.g. use of clinical simulation.

● Scholarship of teaching: creating learning space in clinical area, engage clinical staff and students in learning process.

● Scholarship of teaching: should be planned, continuously examined, with clear links between teaching and learning (new knowledge through interaction).

● Professional scholarship: inquiry into practice, imaginative artistic and resourceful translating, transforming and pushing borders of practice, the interplay between knowledge and practice policy development, and evaluation of practice leadership.

● Scholarship of application: engaging in faculty practice where theory, practice and research inform one another, expert consultation of nursing care.

● Scholarship of application: consideration of how knowledge can or could be helpful to society – using concepts theories and principles in nursing practice.