2025/10/22 by Heidarzadeh, Hamid, Fakhrosadat Mirhosseini, Peyrovi, Hamid +2
Nursing · #FOS: Health sciences #Interprofessional Education #Medical Education #Medicine and Health Sciences #Nursing #Other Nursing #Public Health and Community Nursing #Scholarship of teaching and learning SOTL nursing faculty Protocol Scoping review
paper · doi:10.17605/osf.io/vn5gd
This research project aims to conduct a comprehensive scoping review to explore and clarify the concept of the Scholarship of Teaching and Learning (SoTL) among nursing faculty members. The SoTL plays a pivotal role in improving the quality of education, fostering reflective teaching practices, and ultimately enhancing student learning outcomes in nursing education. Despite its recognized significance, there is still a lack of conceptual clarity and theoretical consensus on its defining characteristics, particularly within the context of nursing education and in non-Western academic environments. The purpose of this study is to systematically map the existing body of literature on SoTL in nursing, identify its conceptual dimensions, characteristics, and attributes, and determine the research gaps that require further empirical investigation. The study will also aim to synthesize how SoTL has been operationalized in nursing faculties and to provide a conceptual framework that can guide future educational research and practice. This scoping review follows the Arksey and O’Malley framework, enhanced by the Joanna Briggs Institute (JBI) methodology. It will include five main stages: (1) identifying the research question, (2) identifying relevant studies, (3) study selection, (4) data charting, and (5) summarizing and reporting the results. The inclusion criteria will be defined based on the Population–Concept–Context (PCC) framework, focusing on nursing faculty members, the SoTL concept, and the academic context of nursing education. A comprehensive search will be performed in major international databases—PubMed, Embase, Scopus, ProQuest, Web of Science, and ERIC—as well as grey literature sources. Studies published in English and Persian will be included without time limitations. Two independent reviewers will perform study selection, data extraction, and quality appraisal to ensure rigor and reproducibility. The extracted data will undergo directed content analysis to identify core themes, categories, and conceptual patterns related to SoTL in nursing. The findings will be synthesized narratively and presented through tables and figures to facilitate understanding of the scope and distribution of existing knowledge. Expected outcomes include: 1. A clear conceptual definition and framework for SoTL in nursing education. 2. Identification of key characteristics and attributes of SoTL among nursing faculty members. 3. Recognition of gaps and research needs in current SoTL literature. 4. Practical insights for integrating SoTL principles into faculty development and educational policy. Ultimately, the results of this scoping review will contribute to advancing scholarly teaching practices in nursing education, informing curriculum design, and strengthening the professional identity and academic recognition of nursing faculty. The findings will be disseminated through peer-reviewed publications and conference presentations.