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    "items": [
        {
            "id": "p192.1",
            "order": 1,
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            "bbox": {
                "l": 142.32,
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                "r": 553.2,
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            "text": "Knowledge of the discipline or specialty applied in teaching-learning includes innovations that demonstrate the knowledge of the faculty member in relation to teaching (such as authorship of textbooks or other learning aids), technology application, and theory building in the teaching-learning assessment context."
        },
        {
            "id": "p192.2",
            "order": 2,
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            "bbox": {
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            "text": "Development of innovative teaching and evaluation methods includes research in teaching strategies, course development and outcome evaluation, curricular and faculty evaluation innovations, research related to the knowledge and pedagogy of nursing, and creation of innovative learning environments that support diverse groups of students."
        },
        {
            "id": "p192.3",
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            "text": "Program development and learning outcome evaluation includes the development of outcomes assessment programs, accreditation reports, grant proposals for educational programs, disciplinary and interdisciplinary programs, and educational evaluation models."
        },
        {
            "id": "p192.4",
            "order": 4,
            "type": "text",
            "bbox": {
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            "text": "Professional role modeling includes the mentoring of students and novice faculty, leadership roles in curriculum and instruction, development of programs for lifelong learning, and leadership in shaping educational policy."
        },
        {
            "id": "p192.5",
            "order": 5,
            "type": "heading",
            "bbox": {
                "l": 143.76,
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                "r": 444,
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            },
            "text": "EXAMPLES OF DOCUMENTATION OF THE QUALITY OF SCHOLARSHIP OF TEACHING",
            "attrs": {
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            "level": 3
        },
        {
            "id": "p192.6",
            "order": 6,
            "type": "text",
            "bbox": {
                "l": 156.96,
                "t": 560.4,
                "r": 526.08,
                "b": 534
            },
            "text": "peer-reviewed publications of research related to teaching methodology or learning outcomes, case studies related to teaching-learning, learning theory development, and development or testing of educational models or theories;"
        },
        {
            "id": "p192.7",
            "order": 7,
            "type": "text",
            "bbox": {
                "l": 157.44,
                "t": 529.44,
                "r": 362.64,
                "b": 520.08
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            "text": "accreditation or other comprehensive program reports;"
        },
        {
            "id": "p192.8",
            "order": 8,
            "type": "text",
            "bbox": {
                "l": 157.44,
                "t": 515.04,
                "r": 389.76,
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            },
            "text": "successful applications of technology to teaching and learning;"
        },
        {
            "id": "p192.9",
            "order": 9,
            "type": "text",
            "bbox": {
                "l": 157.44,
                "t": 500.64,
                "r": 354.72,
                "b": 491.28
            },
            "text": "positive peer assessments of innovations in teaching;"
        },
        {
            "id": "p192.10",
            "order": 10,
            "type": "text",
            "bbox": {
                "l": 157.44,
                "t": 486.48,
                "r": 433.2,
                "b": 476.88
            },
            "text": "state, regional, national, or international recognition as a master teacher;"
        },
        {
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            "type": "text",
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                "l": 157.44,
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            "text": "published textbooks or other learning aids;"
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            "order": 12,
            "type": "text",
            "bbox": {
                "l": 157.44,
                "t": 457.92,
                "r": 341.04,
                "b": 448.08
            },
            "text": "grant awards in support of teaching and learning;"
        },
        {
            "id": "p192.13",
            "order": 13,
            "type": "text",
            "bbox": {
                "l": 157.68,
                "t": 444,
                "r": 405.36,
                "b": 433.92
            },
            "text": "design of outcome studies or evaluation/assessment programs; and"
        },
        {
            "id": "p192.14",
            "order": 14,
            "type": "text",
            "bbox": {
                "l": 157.44,
                "t": 429.6,
                "r": 333.36,
                "b": 419.52
            },
            "text": "presentations related to teaching and learning."
        },
        {
            "id": "p192.15",
            "order": 15,
            "type": "heading",
            "bbox": {
                "l": 143.28,
                "t": 398.4,
                "r": 303.84,
                "b": 388.56
            },
            "text": "SCHOLARSHIP OF PRACTICE (APPLICATION)",
            "attrs": {
                "block_label": "paragraph_title"
            },
            "level": 3
        },
        {
            "id": "p192.16",
            "order": 16,
            "type": "text",
            "bbox": {
                "l": 141.84,
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                "r": 553.2,
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            "text": "The scholarship of practice has emerged in nursing as a critical component in the maintenance of clinical competency of faculty in a university setting and the advancement of clinical knowledge in the discipline (Norbeck & Taylor, 1998; Rudy et al., 1995; and Wright, 1993). Practice scholarship encompasses all aspects of the delivery of nursing service where evidence of direct impact in solving health care problems or in defining the health problems of a community is presented. Competence in practice is the method by which knowledge in the profession is both advanced and applied. Practice roles for faculty in health care delivery systems may include direct caregiver, educator, consultant, and administrator (Brown, et al., 1995; Norbeck & Taylor, 1998; Wright, 1993)."
        },
        {
            "id": "p192.17",
            "order": 17,
            "type": "text",
            "bbox": {
                "l": 142.08,
                "t": 279.12,
                "r": 549.84,
                "b": 159.84
            },
            "text": "Models through which the scholarship of practice may be accomplished are varied (Norbeck & Taylor, 1998). These models may include structural typologies for practice, such as nursing centers, joint appointments with external agencies, and faculty development; faculty role approaches, such as teacher, practitioner, administrator, and consultant; specialty practice arrangements, encompassing all types of clinical expertise in nursing, including community health, primary care, anesthesia services, midwifery services, clinical specialties, and others; and administrative approaches, such as volunteer, collaborative, revenue-generating, and contractual service models. In all models, the focus is on the scholarship generated through practice. Practice is conducted through the application of nursing and related knowledge to the assessment and validation of patient care outcomes, the measurement of quality of life indicators, the development and refinement of practice protocols/strategies, the evaluation of systems of care, and the analysis of innovative health care delivery models."
        },
        {
            "id": "p192.18",
            "order": 18,
            "type": "heading",
            "bbox": {
                "l": 143.28,
                "t": 149.04,
                "r": 340.08,
                "b": 139.44
            },
            "text": "Components of the scholarship of practice include:",
            "attrs": {
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            "level": 3
        },
        {
            "id": "p192.19",
            "order": 19,
            "type": "text",
            "bbox": {
                "l": 142.32,
                "t": 127.92,
                "r": 551.76,
                "b": 106.56
            },
            "text": "development of clinical knowledge, which entails systematic development and application of theoretical formulations and conduct of clinically applicable research and evaluation studies in clinical areas of expertise;"
        },
        {
            "id": "p192.20",
            "order": 20,
            "type": "text",
            "bbox": {
                "l": 142.32,
                "t": 96,
                "r": 550.8,
                "b": 64.56
            },
            "text": "professional development, which includes self-development to improve competency beyond the basic practice of professional nursing and research in specialty practice arrangements and faculty role concepts (Brown et al., 1995);"
        },
        {
            "id": "p192.21",
            "order": 21,
            "type": "text",
            "bbox": {
                "l": 142.32,
                "t": 53.52,
                "r": 540.96,
                "b": 29.04
            },
            "text": "application of technical or research skills that promote the testing of clinical knowledge and new practice strategies, evaluation of systems of care, development of quality indicators, the development of innovative FS Meeting Notice Page 192"
        }
    ],
    "excluded_furniture": {
        "first": [],
        "last": []
    }
}