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Updated: Jun 12, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

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Published on: August 9, 2024

A Collaborative Writing Group Model for Nurse Practitioner Faculty.

Tracey Bell¹, Meredith Farmer, Jennifer Fitzgerald

¹Author Affiliations: School of Nursing, University of Pittsburgh (Dr Bell); Nell Hodgson Woodruff School of Nursing, Emory University (Dr Farmer); University of Maryland Baltimore School of Nursing (Dr Fitzgerald); College of Nursing, Rush University (Dr Hoffman); University of Texas at El Paso, College of Nursing (Dr Hull); Louise Herrington School of Nursing, Baylor University (Dr Jones); and Thomas Jefferson College of Nursing (Dr Savin).

|June 11, 2026

Summary

This summary is machine-generated.

Collaborative faculty writing groups effectively boost scholarly productivity for nurse practitioner educators. This model fosters mentorship and advances nursing scholarship across institutions.

Keywords:

academic writing faculty fellowships and scholarship writing for publication

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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

Area of Science:

Nursing Education
Faculty Development
Scholarly Productivity

Background:

Early-career nurse practitioner faculty encounter substantial obstacles to scholarly output.
Peer writing groups offer a promising strategy for enhancing faculty scholarly development.

Purpose of the Study:

To detail the establishment and results of collaborative faculty writing groups within a national neonatal faculty Special Interest Group.
To explore the impact of these groups on scholarly productivity and faculty advancement.

Main Methods:

Formation of writing groups comprising faculty from diverse institutions.
Inclusion of members with varied experience levels and academic roles.

Main Results:

The initiative produced 27 peer-reviewed publications and numerous conference presentations since 2021.
An unexpected benefit was the emergence of mentorship between novice and experienced faculty.

Conclusions:

Specialty-focused, cross-institutional writing groups effectively enhance scholarly productivity and support faculty development.
Key success factors include open communication, equitable workload distribution, institutional recognition, and peer accountability.
This practical and replicable framework offers a scalable method for advancing scholarship in nursing education.