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The lived experience of nursing faculty developing as scholarly writers
Teresa Shellenbarger1, Elizabeth A Gazza2
1Department of Nursing and Allied Health Professions, Indiana University of Pennsylvania, Indiana, PA, United States of America.
Summary
Nursing faculty develop scholarly writing skills through a process of integration, guidance, feedback, time management, and focus. Understanding these experiences can inform effective writing development strategies for educators.
Area of Science:
- Nursing Education Research
- Scholarly Writing Development
- Qualitative Research Methods
Background:
- Disseminating scholarly work via publications is an expectation for nursing faculty.
- Limited understanding exists regarding the developmental process of scholarly writing among nursing faculty.
Purpose of the Study:
- To explore the lived experiences of nursing faculty as they develop as scholarly writers.
- To uncover themes associated with the scholarly writing development process in nursing academia.
Main Methods:
- A hermeneutic phenomenological approach was employed.
- 12 nursing faculty participated in audiotaped personal interviews.
- A 5-step phenomenological data analysis identified common themes.
Main Results:
- Five key themes emerged: 'pulling everything together,' 'steering me in the direction,' 'using feedback to grow,' 'squeezing it in,' and 'staying on task.'
- These themes illustrate the multifaceted nature of developing scholarly writing skills.
Conclusions:
- The study provides valuable insights for educators into the faculty scholarly writing development experience.
- Recommendations are offered for effective writing development approaches in nursing education.
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