Mentored residential writing retreats: a leadership strategy to develop skills and generate outcomes in writing for publication

There is an increasing expectation that academic and clinical nurses will contribute to disciplinary and professional discourses through scholarly writing. However, the difficulties and challenges associated with writing for publication mean that many papers will never be written. This current paper describes an innovative approach developed to support skill development and outcomes in writing for publication. Intensive residential writing retreats informed by the principles of servant leadership and incorporating strategies such as mentoring and peer learning were conducted in 2005 and 2007. Positive outcomes and benefits included publications submitted to peer-reviewed journals, as well as positive effects on collegial relationships, and team building. Novice writers benefited from intensive and sustained support and coaching by experienced writers. Organisational benefits included increased participation by staff and research higher degree students in publication activities, enhanced collegial relationships and opportunities for senior established writers to work with inexperienced writers.     

微信原创科普文章的撰写及发表对肝肿瘤科护士职业获益感的影响

目的:探讨微信原创医学科普文章的撰写及发表对肝肿瘤科护士职业获益感的影响。方法:选取复旦大学附属中山医院肝肿瘤内科及外科共计六个病房的护士62名,2017年8月组织护士撰写、发表原创微信科普文章。采用一般资料调查表、护士职业获益感量表、自制住院患者满意度调查表对微信原创科普发表前后6个月其职业获益感进行评分与比较。结果:实施后6个月护士职业获益感五个维度评分、住院患者满意度和微言公众号覆盖面及影响力高于实施前,差异均有统计学意义(均 P<0.05)。 结论:微信原创医学科普文章的撰写与发表可以提高护士自身价值及职业获益感,提高患者的满意度,促进护患关系的良性互动,从而稳定护士队伍,推动临床护理事业的发展。     

Writing for publication: a practical guide

Nurses in clinical practice tend not to view writing for publication as part of their role, and often fail to recognise the value of written communication as a means of sharing valuable knowledge and expertise with others. The tendency to view writing for publication as an arduous and daunting task, reserved only for those in academia, may deter the novice writer. This article aims to encourage nurses in clinical practice to consider writing for publication and actively contribute to professional development through the dissemination of nursing knowledge. The article also provides a practical guide for writing a research and quality improvement article.     

Sharing the Wisdom of Nursing by Writing for Publication

Nurses share their experiences, wisdom and insights through storytelling. Writing these stories for publication can serve to extend the reach of nursing practice. Writing for publication is a skill that all nurses can develop. It could be considered a professional obligation, as well as an act of generosity. The process of writing involves selecting a topic, working through an initial draft, reviewing, revising and finally submitting for publication. For the nursing profession to contribute fully to the advancement of health care, nurses need to present themselves as competent, thoughtful leaders able to express themselves clearly and effectively. Writing for publication helps accomplish this goal.     

Clinical scholarship: publishing clinical excellence.

Clinical scholarship is an important professional responsibility for clinically excellent nurses. Nurses with publication goals should develop publishable ideas for a target journal, adhere to the basics of good writing, consider the special requirements of clinical journals, and address issues of authorship and professional goals.     

Problem in the profession: How and why writing skills in nursing must be improved

As a profession, nursing is obligated to disseminate knowledge by publishing research in the professional literature. Beyond producing scholarly work for publication, nurses need writing skills to complete doctoral dissertations and scholarly projects, and to succeed in obtaining funds for new nurse-directed business ventures. Ultimately, good writing skills are essential for the future of the nursing profession. In this article, we describe the critical role of writing in nursing, and offer a practical 10-point strategy for improving the writing ability of individual advanced practice nurses who need to improve their writing skills. This article also offers suggestions for increasing nursing's surveillance of nurses' writing skills such as increasing the emphasis on writing instruction as a priority in today's nursing graduate school curriculum, greater writing support for nurses who are writing dissertations and scholarly projects, evaluating writing programs, and monitoring the completion rate of nursing dissertations.     

Writing and publishing clinical articles: a practical guide

The sharing of knowledge among nurses and clinicians can strengthen the healthcare professions. In this context, many clinicians underestimate the relevance and importance of what they can contribute, and find the idea of writing for publication daunting. This article presents a practical approach to writing clinical articles for publication in professional journals such as Emergency Nurse. It covers the characteristics of clinical articles, their structure, choosing a journal and how the editorial process should be understood.     

Reflections on ... writing for successful publication

BACKGROUND: Most writers feel stuck at some point in the writing process. These reflections are based on what occupational therapists and others have learned from their own experiences about writing papers and publishing their work in peer-reviewed journals. METHOD: In 2004, I invited students and colleagues to send me their top three writing strategies to prepare for an interactive workshop on writing for publication. These writing strategies were later posted on a website and sent to everyone whom I had initially contacted. RESULTS: The writing strategies began with choosing the topic and moving the writing along through the submission process. They concluded with responding to feedback from reviewers and building one's writing skills. PRACTICE IMPLICATIONS: These reflections may provide other writers with ways to pursue their writing projects.     

Documentation. If you haven't written it, you haven't done it

Public health nurses reminisce about the days when writing about the care given was a small part of the workday. Third parties certainly were not as interested in what was documented then as they are today. Perhaps the state would admonish an agency about the fact that goals were missing in the charts, but no one talked about documentation being the key to reimbursement and agency survival. Needless to say, times have changed. Public health nurses are suffering these days because they are not only laboring to provide care to a group of patients who are older and sicker than they were in the past, but they are spending more hours each day writing about what they have seen and done. These nurses are haunted by the fear that they might omit a vital piece of information which would jeopardize both their licenses and reimbursement. New forms initiated by the federal government to improve screening for nonreimbursable care have been successful. They have helped to increase denials as well as the volume of paperwork necessary for writing up a Medicare case. Consequently, nurses are frustrated. Although they are writing more, the outcome is negative. Documentation is an essential part of care. It is a vehicle for communicating from one professional to another about the status and needs of the patient. In fact, the chart is often the only means to demonstrate that professional standards, state regulations, and the criteria for reimbursement were met. However, to the extent that charting significantly interferes with the amount of time nurses can spend with patients, it must be limited.(ABSTRACT TRUNCATED AT 250 WORDS)     

Writing for publication: a personal view

Each year nurses attend study days and courses in order to keep up to date, improve their practice and meet NMC requirements for continuing professional development. When they return to work their new knowledge is often shared with colleagues to make a difference to patient care. This sharing of knowledge may change things at a local level but nurses need to consider disseminating local good practice on a wider scale. This can be achieved by writing for publication and presenting at conferences.     

Strategies for Managing Barriers to the Writing Process

Publication is essential to advancing nursing knowledge for clinical practice, but relatively few nurses publish the results of their research or other writings about clinical practice issues. This article identifies some common barriers to writing for publication-personal factors, such as inadequate knowledge and writing skills, lack of confidence, and low motivation for writing for publication; and situational factors, such as limited time, energy, and other resources constraints-and discusses strategies for managing such barriers.   Key words:     

从护理论文发表现状认识护理本科生科研能力的培养

目的通过对临床本科护士科研能力、积极性和近年来护理论文撰写和发表现状的回顾,探析导致本科护士科研能力不强的相关因素和培养方法。方法调查1999—2003年毕业于原上海第二医科大学护理系87名本科护士的个人自身发展需求、论文撰写和发表情况;分析2001—2003年刊登于国内3种核心护理期刊的571篇护理论著。结果在68名临床本科护士中,将从事护理科研作为自身发展首位意向的为6人（8．82%）;所撰写的护理论著在护理核心期刊的刊出率为11．33%。在回顾的已刊出论著中,属前瞻性研究为38．18%,实验性研究为23．99%;研究样本数小于或等于100例的为57．44%;有统计学处理和描述的为58．67%。结论应通过多途径提高本科护士的科研能力,包括完善护理科研课程体系的建设、适度培养学生的科研能力、提高护理师资科研素质、加强本科护士职后科研能力的培养。     

Writing for publication: pressures, barriers and support strategies

This paper details the increasing pressure that exists on academic and clinical staff to publish in the context of personal and professional development. Numerous barriers to writing for publication are considered along with suggested strategies for encouraging staff to work towards publication. Although the paper identifies a wealth of literature describing how to go about writing for publication, it is argued that this is of limited use in the support of individual authors, and that most authors learn academic writing skills through a process of trial and error. The paper is intended to encourage those wanting to write for publication, whilst trying to persuade those with influence on developing academic writing to think more broadly in regards to the support provided and need for research.     

A Publication Project At The Undergraduate Level

Faculty and project leaders believe this project indicates that writing for publication can and should be included in the undergraduate nursing curriculum as part of socialization in the professional role. They agree with Styles (1978) who, in identifying reasons for nurses to publish, emphasized:
"The primary reason to publish is because the future of the profession depends upon it. (p. 29)     

Nurses' perceptions of the value of written reflection

Reflective writing is increasingly becoming a feature of professional practice as nurses seek to provide evidence of their continuing development and competence. This study reports the process and findings of a study using grounded theory to explore how nurses are using and developing writing techniques as a tool for facilitating and supporting their development in practice. Two focus group interviews were conducted with 12 experienced nurses completing a professional course which involved reflective writing as the assessment component over a calendar year. These interviews generated the broad base of concepts and categories which direct the later stages of a grounded theory study. These preliminary categories suggest that firstly, the skills of reflective writing need to be learnt rather than being assumed as a natural capacity; secondly, that this leads to the acceptance of writing as a learning strategy in its own right; thirdly, reflective writing is considered to be a tool which helps the practitioner to develop analytical and critical abilities; finally, the nurses identified their own personal, as well as professional growth as being facilitated by reflective writing. Lincoln and Guba's (1985) criteria for establishing rigour in qualitative studies, and Strauss and Corbin's (1990) criteria for judging a grounded theory study are used as benchmarks throughout the paper.     

Writing for professional publication. Part 12: summary of the series

The previous articles in this series have explored the practical issues of writing for professional publication. In this final article, John Fowler, an experienced nursing lecturer and author, summarises the series and presents an overview of the practicalities of writing for publication.     

军队医院聘用护士科研能力的调查分析

目的　了解聘用护士对科研活动的认识及科研水平现状。方法　自行设计问卷 ,调查 10 5名聘用护士的科研能力。结果　聘用护士对参加科研活动、撰写论文的认识不足 ,工作 2～ 6年的聘用护士撰写与发表论文较少 ,发表率与军人护士比较 ,经统计学分析 ,有显著性差异 (P <0 .0 1)。结论　重视聘用护士科研能力的培养 ;对聘用护士参加科研活动 ,做出明确要求 ;定期举办论文写作学习班及新业务、新知识讲座 ;提高专业及外语理论水平 ;加大护理信息量等举措是提高聘用护士科研素质的有效途径。     

临床新护士培训需求调查

目的探讨临床新护士对培训内容的需求,为制定科学化、规范化新护士培训方案提供参考依据。方法采用自行设计调查表对120名临床新进护士进行问卷调查,分析新进护士对培训内容需求情况并比较不同学历新进护士对培训内容需求的差异。结果共发放问卷120份,回收有效问卷118份,有效回收率为98．3％。对综合素质培训内容认可程度较高的前4项条目依次为：信息与知识获得（89．8％）、护理与法律（77．1％）、人际沟通（74．6％）、护士礼仪与护士职业道德（58．5％）;对专业素质培训内容认可程度均较高的前7项条目依次为：专科疾病知识（88．1％）、专业英语（85．6％）、仪器使用与保养（82．2％）、处理医疗矛盾（78．8％）、护理文书书写（76．3％）、专科护理操作（76．3％）、护理工作程序与护理管理（74．6％）;不同文化程度临床新护士对综合素质培训需求中,临床适应能力、信息与知识获得2个条目的需求,差异均有统计学意义（z分别为-4．484,-2．724;P〈0．01）;不同文化程度临床新护士对专业素质培训及其中的专业素质、护理文书书写、临床带教技能、讲课技巧、护理科研、护理管理6个条目的需求,差异均有统计学意义（Z分别为-2．236,-2．166,-2．406,-2．295,-3．676,-2．871;P〈0．05）。结论在对新护士进行培训时,应根据临床新护士的知识需求特点,合理设置培训课程,促进临床新护士护理技能全方位提高。