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Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

A curriculum designed to decrease barriers related to scholarly writing by staff nurses.

Melanie Shatzer¹, Gail A Wolf, Marilyn Hravnak

¹School of Nursing, University of Pittsburgh, Pennsylvania, USA. shatzermb@upmc.edu

The Journal of Nursing Administration

|August 28, 2010

Summary

This summary is machine-generated.

A workshop and mentoring program significantly improved staff nurses

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Area of Science:

Nursing Professional Development
Healthcare Management
Scholarly Communication

Background:

Scholarly publication is crucial for nurse leaders and organizations aiming for center of excellence recognition.
Staff nurses face personal and situational barriers hindering their scholarly publication efforts.
Addressing these barriers is essential for advancing nursing knowledge and practice.

Purpose of the Study:

To test a workshop and mentoring intervention designed to reduce barriers to scholarly publication for staff nurses.
To enhance staff nurses' self-efficacy in undertaking and completing scholarly publication endeavors.

Main Methods:

A workshop and mentoring program was implemented with staff nurses in two community hospitals.
The curriculum was guided by self-efficacy principles.
Pre- and post-intervention data were collected to assess changes in perception.

Main Results:

The workshop and mentoring approach led to a statistically significant improvement in staff nurses' perceived ability to engage in scholarly publication.
Participants reported increased confidence in their scholarly publication endeavors.

Conclusions:

A structured workshop and mentoring program can effectively mitigate barriers to scholarly publication among staff nurses.
Enhancing self-efficacy is a key factor in supporting nurses' scholarly pursuits.
This intervention supports professional development and contributes to organizational excellence.