Implementation and Outcomes of a Faculty-Based, Peer Review Manuscript Writing Workshop

Area of Science:

• Nursing Education
• Scholarly Communication
• Academic Writing

Background:

• Scholarly publication is crucial for nursing faculty, yet academic writing is often neglected.
• Existing writing initiatives are mainly non-US based and student-focused.
• There is a need for faculty-centered approaches to enhance scholarly dissemination in nursing.

Purpose of the Study:

• To describe a faculty-based manuscript writing workshop.
• To assess participants' impressions of the workshop.
• To evaluate the workshop's impact on scholarly output.

Main Methods:

• A collaborative learning workshop utilizing peer review was implemented.
• Participants included predoctoral students, postdoctoral fellows, and faculty members.
• An anonymous survey assessed participant feedback and workshop outcomes.

Main Results:

• 16 out of 17 manuscripts reviewed are published, accepted, or under review.
• All participants found the workshop valuable and recommended it.
• The primary benefit reported was the workshop's role in motivating manuscript completion and submission.

Conclusions:

• The faculty-based manuscript writing workshop is an effective model for increasing scholarly output in nursing schools.
• This model fosters collaborative learning, improves writing and peer-review skills, and promotes accountability for dissemination.
• It is recommended for other nursing institutions aiming to expand their scholarly productivity.