Faculty activities consistently include conducting research, teaching, and participating in committees that benefit the department. It is only academic faculty in the healthcare professions, such as nursing, which possess the added responsibilities related to teaching praxis. Praxis is defined as a dynamic and continuous cycle of learning and improvement that results from combining active reflection with performance of tasks, so caring and knowledge are incorporated and informed by underlying theory (Chinn & Kramer, 2018). Teaching praxis demands educating students on the relationship between clinical skills and their underlying theoretical principles, encouraging reflection including the need to identify cultural biases that can influence the student-clinician's care by consulting with others in different populations, and ensuring that students recognize the responsibility for professional accountability that is required to improve the health and well-being of the world's populations (World Health Organization (WHO), 2013, World Health Organization (WHO), 2021). These added responsibilities for faculty in the healthcare professions must be clearly identified within the academic models' criteria for promotion; yet many existing academic models omit criteria pertaining to praxis. Perhaps a surprising finding is that the well-known Boyer framework of scholarship, the basis of many academic models' criteria for faculty promotion internationally, included praxis as well as other activities reported by faculty in the healthcare professions (Boyer, 1996c). Thus, this study seeks to add to the discussion on academic models by focusing on the questions: Which nursing activities currently qualify as scholarship in existing academic models? and What are recommendations for an academic model in nursing that uses Boyer's framework of scholarship?