The notion of scholarship as a process and product of inquiry has received abundant attention since Boyer, in association with The Carnegie Foundation, challenged the narrowly defined and restricted merit system of academe. This article examines the scope and definitions of scholarship advanced by Boyer and his colleagues with a view to surfacing the limitations that this framework places on academic disciplines that also serve professional mandates. Also presented is a framework for contemporary nursing scholarship that moves beyond Boyer's construction and captures the immensely rich and varied contributions that nursing does and can make to humankind.

Advanced practice nursing and specialty practice are terms that are often used interchangeably in nursing discourse. This column explores the inextricable link, as well as the differences between these two types of practice. Drawing differing conclusions about their specific and cooperative value enables nurses to construct innovative and creative approaches to their continued development that illuminates a path for disciplinary expansion. Congruent programs of education prepare nurses to communicate the distinctiveness of their many and varied contributions to the public with greater clarity and emphatic certainty.

People refer to feeling pulled in different directions as laboring with everyday living of life challenges and opportunities. Guided by concept inventing within a humanbecoming worldview, a now-truth of this phenomenon is that feeling pulled in different directions is visualizing surfaces with spirited longing in a riveting uncertitude of diversions. The ingenuous proclamation was expressed in the language of humanbecoming as imaging the powering valuing of languaging originating and illuminated within the artform Scorned as Timber, Beloved of the Sky by Emily Carr. This exploration contributes to nursing knowledge within the humanbecoming paradigm and offers foci for future inquiry.

In this paper, authors draw on distinctions between nursing practice and nursing care to inform abstraction and assignment of pre-licensure practice experience hours. Authors discuss an imperative to develop understandings of practice education and practice experience hours that reflect nursing as a basic human science, with implications for the enrichment of student scholarship and flourishing.

The author in this article offers a review of Walker and Avant’s 6th edition of Strategies for Theory Construction in Nursing. Thoughts and concerns about the limitations of theory construction, analysis, and evaluation informed by one paradigmatic view of science within a multiparadigm discipline are also shared.