585628
research-article2015
NSQXXX10.1177/0894318415585628Nursing Science QuarterlyClarke / Scholarly Dialogue
Scholarly Dialogue
Who Owns Nursing’s Great Ideas? Pamela N. Clarke, RN; PhD; FAAN1
Nursing Science Quarterly 2015, Vol. 28(3) 209 © The Author(s) 2015 Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/0894318415585628 nsq.sagepub.com
Keywords nursing education, nursing science, ownership
The concept of ownership of ideas, nursing frameworks, and increasingly complex course materials has recently become a major consideration for faculty, theorists, and scientists. How do nursing faculty protect ideas when the work may be perceived as owned by the agency? Not infrequently the development of a nursing theory or an aspect of new science may begin in the process of course preparation. While basic course content must stay with the agency where the course was taught, it’s important to identify specific innovations that are unique so that they can be protected through the use of copyright, trademark, patent, or developing a website. The innovative faculty member must develop a plan and keep up with ever-changing institutional policies. I asked Dr. Diane Skiba to contribute to this column due to her work in technology, from the beginning of time–we like to say. She has presented her evolving ideas at many nursing conferences so that colleagues know her as the technology “wiz”. She is a Professor and Specialty Director for the University of Colorado, College of Nursing’s Health Care Informatics Program. She is an international leader in the preparation of informatics specialists and ensuring healthcare professionals have the necessary knowledge and skills to practice in a technology-rich healthcare environment. Dr. Skiba is currently the Project Director of a Health Resources and Services Administration (HRSA) Division of Nursing Advanced Nurse Education training grant that incorporates
the use of electronic health records, telehealth, and virtual simulations to prepare advanced practice nurses and pharmacists for interprofessional care. Skiba writes a column on Emerging Technologies for the National League for Nursing’s Nursing Educational Perspectives journal. Skiba is a fellow in the American Academy of Nursing and the Academy of Nursing Education. She was recently awarded the Virginia K. Saba Leadership in Nursing Informatics award. Declaration of Conflicting Interests The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding The author received no financial support for the research, authorship, and/or publication of this article.
1
Professor and Director of Community Health, University of Wyoming
Contributing Editor: Pamela N. Clarke, RN, PhD, FAAN, Professor, University of Wyoming, School of Nursing, Dept. 3065, 1000 E. University Ave., Laramie, Wyoming 82079. Email: [email protected]
Downloaded from nsq.sagepub.com at UQ Library on November 18, 2015
research-article2015
NSQXXX10.1177/0894318415585628Nursing Science QuarterlyClarke / Scholarly Dialogue
Scholarly Dialogue
Who Owns Nursing’s Great Ideas? Pamela N. Clarke, RN; PhD; FAAN1
Nursing Science Quarterly 2015, Vol. 28(3) 209 © The Author(s) 2015 Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/0894318415585628 nsq.sagepub.com
Keywords nursing education, nursing science, ownership
The concept of ownership of ideas, nursing frameworks, and increasingly complex course materials has recently become a major consideration for faculty, theorists, and scientists. How do nursing faculty protect ideas when the work may be perceived as owned by the agency? Not infrequently the development of a nursing theory or an aspect of new science may begin in the process of course preparation. While basic course content must stay with the agency where the course was taught, it’s important to identify specific innovations that are unique so that they can be protected through the use of copyright, trademark, patent, or developing a website. The innovative faculty member must develop a plan and keep up with ever-changing institutional policies. I asked Dr. Diane Skiba to contribute to this column due to her work in technology, from the beginning of time–we like to say. She has presented her evolving ideas at many nursing conferences so that colleagues know her as the technology “wiz”. She is a Professor and Specialty Director for the University of Colorado, College of Nursing’s Health Care Informatics Program. She is an international leader in the preparation of informatics specialists and ensuring healthcare professionals have the necessary knowledge and skills to practice in a technology-rich healthcare environment. Dr. Skiba is currently the Project Director of a Health Resources and Services Administration (HRSA) Division of Nursing Advanced Nurse Education training grant that incorporates
the use of electronic health records, telehealth, and virtual simulations to prepare advanced practice nurses and pharmacists for interprofessional care. Skiba writes a column on Emerging Technologies for the National League for Nursing’s Nursing Educational Perspectives journal. Skiba is a fellow in the American Academy of Nursing and the Academy of Nursing Education. She was recently awarded the Virginia K. Saba Leadership in Nursing Informatics award. Declaration of Conflicting Interests The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding The author received no financial support for the research, authorship, and/or publication of this article.
1
Professor and Director of Community Health, University of Wyoming
Contributing Editor: Pamela N. Clarke, RN, PhD, FAAN, Professor, University of Wyoming, School of Nursing, Dept. 3065, 1000 E. University Ave., Laramie, Wyoming 82079. Email: [email protected]
Downloaded from nsq.sagepub.com at UQ Library on November 18, 2015
