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According to Lee Schulman (1998), teaching begins with "a vision of the possible or an experience of the problematic." It is these same visions and problems that inspire educators to turn their teaching into scholarship. Fifteen years ago, Ernest Boyer's (1990) monograph started a revolution in higher education by challenging academics to extend the definition of scholarship to include the scholarship of teaching and learning. This fourth volume of the Annual Review of Nursing Education (ARNE) provides ample evidence that nurses are becoming enthusiastic teacher-scholars whose reflections on their forays into teaching, curriculum development, student development and outcomes, and faculty ...

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