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Related Experiment Videos

Turn accusations into affirmations: transform nurses into published authors.

Kathleen T Heinrich1, Ruth Neese, Dori Rogers

  • 1University of Hartford, Division of Nursing, West Hartford, Connecticut, USA. DRKTH@worldnet.att.net

Nursing Education Perspectives
|August 11, 2004
PubMed
Summary
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Nurse educators developed a workshop to teach graduate students essential writing for publication skills. This systematic approach fosters a scholarly community, preparing nurses for academic expectations.

Area of Science:

  • Nursing Education
  • Scholarly Communication
  • Academic Writing

Background:

  • Many nursing students struggle with writing proficiency, yet publication is increasingly expected for advanced degrees.
  • Master's-prepared nurses are often required to produce a publishable scholarly work for graduation.

Purpose of the Study:

  • To describe a systematic approach for introducing graduate nursing students to writing for publication.
  • To outline the strategies used in a writing-for-publication workshop designed for master's students.

Main Methods:

  • Development and implementation of a writing-for-publication workshop.
  • Inclusion of sequential steps in the publishing process, emphasizing peer editing.
  • Fostering a collaborative environment between faculty and students.

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Main Results:

  • Graduate students are systematically guided through the publication process.
  • The workshop aims to equip students with the necessary skills for scholarly writing.
  • Faculty and students engage as a community of scholarly caring.

Conclusions:

  • A structured workshop effectively prepares graduate nursing students for writing for publication.
  • This educational strategy supports the growing expectation of scholarly output in nursing.
  • The approach cultivates a supportive academic community focused on scholarly endeavors.