title: Merging reflective inquiry and self-study as a framework for enhancing the scholarship of teaching.
abstract: This article provides a model for improving teaching practice and developing new knowledge about teaching. The reflective self-study approach to pedagogical inquiry is rooted in reflective inquiry and self-study as found in nursing and education literature, respectively. The model offers nurse educators a mechanism by which they can better understand themselves as teachers and how their teaching affects students. Essential features of the model include interdisciplinarity and collaboration. Using the framework outlined in this article will help establish reflective self-study research as an accepted model of inquiry and further the dialogue on teaching in higher education.
authors.affiliation: Nursing Program, University of Washington, Tacoma 98402-3100, USA.
authors.forename: Denise J
authors.initials: DJ
authors.lastname: Drevdahl
authors.forename: Richard W
authors.initials: RW
authors.lastname: Stackman
authors.forename: Jill M
authors.initials: JM
authors.lastname: Purdy
authors.forename: Belinda Y
authors.initials: BY
authors.lastname: Louie
mesh_terms: D001291:Attitude of Health Personnel; D003299:Cooperative Behavior; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D005181:Faculty, Nursing / Q000458:organization & administration; D005257:Fellowships and Scholarships / Q000458:organization & administration*; D006801:Humans; D007400:Interprofessional Relations; D017145:Models, Educational; D016294:Models, Nursing; D015402:Nursing Education Research / Q000193:education / Q000458:organization & administration*; D010348:Patient Care Team; D011380:Programmed Instructions as Topic; D013663:Teaching / Q000458:organization & administration; D013850:Thinking