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Writing for publication: faculty development initiative using social learning theory
Bonnie K Sanderson1, Matt Carter, Jenny B Schuessler
1School of Nursing, Auburn University, Auburn, AL 36849, USA. bks0010@auburn.edu
Nurse Educator
|August 24, 2012
Summary
Nurse faculty writing initiatives, grounded in Social Learning Theory, successfully boosted scholarly productivity and publication rates. This faculty development program addressed hesitancy, fostering a stronger culture of scholarship in nursing schools.
Area of Science:
- Nursing Education
- Scholarly Activity
- Faculty Development
Background:
- Scholarly competency is essential for nurse faculty.
- Some faculty exhibit reluctance towards scholarly engagement.
- A supportive environment is needed to foster a culture of scholarship.
Purpose of the Study:
- To implement a faculty development writing initiative.
- To enhance faculty writing for publication productivity.
- To strengthen the culture of scholarship within a nursing school.
Main Methods:
- Utilized Social Learning Theory as the framework.
- Implemented a faculty development writing initiative.
- Focused on facilitating writing for publication.
Main Results:
- The initiative led to successful outcomes in faculty writing productivity.
- Increased engagement in scholarly activities was observed.
- A strengthened culture of scholarship was reported.
Conclusions:
- Faculty development writing initiatives can effectively increase scholarly output.
- Social Learning Theory provides a valuable framework for such programs.
- Addressing faculty hesitancy is key to promoting a robust culture of scholarship.
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