|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|2668062||1403759||2016||9 صفحه PDF||سفارش دهید||دانلود کنید|
• Publishing scholarly work is important for nursing faculty but is often neglected.
• We describe a faculty-based, peer review manuscript writing workshop model.
• Participant surveys indicated the workshop was valuable and created accountability.
• All but one of 17 manuscripts are published, accepted, or in the review process.
• We recommend the model for schools of nursing seeking to expand scholarly output.
The publication of scholarly work and research findings is an important expectation for nursing faculty; however, academic writing is often neglected, leaving dissemination through manuscript writing an area of concern for the nursing profession. Writing initiatives have been utilized to promote scholarly dissemination in schools of nursing, but those described in the literature have been primarily non-United States based and student focused. This article describes a faculty-based manuscript writing workshop, assesses participants' impressions, and describes its impact on scholarly output. The workshop is a collaborative learning process utilizing peer review to improve manuscript quality and model behaviors for improving writing and peer-reviewing skills. Seventeen workshop participants including three predoctoral students, 6 postdoctoral fellows, and 8 faculty members completed an anonymous workshop survey (81% response rate). All but 1 of 17 manuscripts reviewed in the workshop are published, accepted, or in the review process. All participants indicated that the workshop was a valuable use of time and would recommend it to colleagues. The greatest reported workshop benefit was its function as an impetus to complete and submit manuscripts. We recommend the manuscript writing workshop model for other schools of nursing seeking ways to expand their scholarly output and create accountability for dissemination through manuscript writing.
Journal: Journal of Professional Nursing - Volume 32, Issue 4, July–August 2016, Pages 262–270