Running head: EVALUATION OF SYNTHESIS OF OUTCOMES

Melissa Dean

Evaluation of Synthesis of Outcomes

Methodist College
SYNTHESIS

As I complete the Master of Science in Nursing - Nurse Educator program, I reflect on how far I

have come and how quickly time has passed. The four concepts of Boyer’s model: discovery, integration,

application, and teaching, can be applied by educators as a change agent tactic in nursing education.

Boyer can be applied to this synthesis. Although I won’t be a nurse educator in an official capacity, I can

say how I will incorporate Boyer into my teaching career.

Discovery is defined as Wood, et al. states as “disciplined scholarly inquiry is at the heart of

academia” (Wood, et al., 1998). This is illustrated in a variety of aspects of learning and can be applied to

education, nursing and beyond. Discovery is something that all students continually perform while in any

educational format. Even after graduation, I will continue to learn and develop my skills as an educator.

Applying discovery to teaching career, I will do this by continuing education, attending hospital education

and attending preceptor classes.

Wood defines integration as “the serious interpretation of work to bring new insights to original

research” (Wood, et al., 1998). This is important as educators This is where knowledge is solidified,

putting the pieces together, and the beginning of understanding. As educators, we can integrate our

knowledge of this phenomenon so that we can train ourselves in the response to these events. Nurses are

continual educators. We educate our patients regarding their health, we educate their families on how to

care for them, and we educate the next generation of nurses. Applying integration to teaching career, I

will continue to participate in the preceptor program. Although I won’t be teaching at a college, I still am

responsible for orienting new nurses to the hospital and obtaining my master’s degree will assist in this

capacity.

The application is when the problem is solved. This is where problem-solving occurs according

to what we have discovered and integrated. This is what Wood, et al. states “new intellectual
SYNTHESIS

understandings occur.” Applying application to teaching career, I will continue to educate new staff on

caring for patients is important to help shape the next generation of nurses.

Wood, et al. speak of “lifelong learning and a continuity of knowledge between the generations”

(Wood, et al., 1998). For educators, we want new nurses to share their knowledge with their patients so

that they become educators in their own capacity. Applying Boyer’s concept of teaching to teaching

career, I will continue to guide staff through the orientation process. Not much will change about my

career path, but I will have a higher degree and new knowledge to enhance my skills. I realize that I

probably did not need to get a master’s degree to be working on the floor, but I feel it will be helpful to

my career in the long run. It’s possible after my student loans are paid off, I may want to transition into

an official educator role.

Completing a master degree is a huge step in Professional Development, Intellectual

Development, Social and Ethical Responsibility. I am glad I obtained a master degree at this point in my

career and feel it was a good choice for me. This whole process of obtaining a master’s in nursing makes

me think about my current job in a different way. I appreciate where I came from and the knowledge

base that I have. Although I will always be learning new things, I have a solid base in bedside nursing.

For my future career and professional teaching practice, I think eventually I may teach part time.

Currently, I belong mainly at the bedside. If I do teach soon, I would like to add this as adjunct and not

full time. This way I can continue to develop my skills as a bedside nurse and an educator.
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References

Wood, S. O., Biordi, D. L., Miller, B. A., Poncar, P., Snelson, C. M., Banks, M. J., &

Hemminger, S. A. (1998). Boyers Model of Scholarship Applied to a Career

Ladder for Non Tenured Nursing Faculty. Nurse Educator, 23(3), 33-40.

doi:10.1097/00006223-199805000-00014