A Curriculum Designed to Decrease Barriers to Scholarly Writing for Publication with Staff Nurses in a Community Hospital

2.50
Hdl Handle:
http://hdl.handle.net/10755/183030
Category:
Abstract
Type:
Presentation
Title:
A Curriculum Designed to Decrease Barriers to Scholarly Writing for Publication with Staff Nurses in a Community Hospital
Author(s):
Shatzer, Melanie; Wolf, G.; Hravnak, M.; Haugh, A.; Kikutu, J.; Hoffmann, R.
Author Details:
Melanie Shatzer, MSN, RN, email: shatzermb@upmc.edu; G. Wolf; M. Hravnak; A. Haugh; J. Kikutu; R. Hoffmann
Abstract:
Purpose: As healthcare facilities seek recognition as centers of excellence from programs such as The American Nurses Credentialing Center Magnet Recognition program, demonstrating measureable workforce professional development outcomes is critical. Scholarly writing for publication is one measurable professional development outcome for both an individual and organization. Unfortunately, scholarly publication is often perceived as a responsibility of academia and is described as intimidating to staff nurses. In an effort to engage staff nurses in scholarly writing for publication as a means of fulfilling their professional responsibility for sharing knowledge and best practice, a self-efficacy based curriculum with formal mentoring was developed to assist staff nurses at two community hospitals in leaving their footprint on the nursing literature. Method: Bandura's self-efficacy theory provided the framework. We developed a curriculum for mentoring staff nurses in scholarly writing that used teaching strategies aimed at increasing self-efficacy through knowledge and self confidence. The curriculum included two 4-hour workshops and three mentoring sessions over a 10 week-timeframe. Participant's activities included writing exercises, selection of a writing topic and target journal, and development of a manuscript suitable for publication. With Institutional Review Board approval, participant's completed a Writing Self-Efficacy Survey modified from Shell and associates at the beginning of the first workshop and the end of the second workshop. A Mann Whitney U test was conducted to determine if there was an improvement between pre and post self-efficacy scores with scholarly writing. Rank score by item was performed followed by the mean rank to examine the difference between pre and post survey items. Findings: Eleven staff nurses participated in the project, with 8 completing (only 1 reported publishing previously). The only item that achieved statistical difference on the pre and post survey comparison was scholarly publication for a nursing journal, (Z=-2.512, p=0.012). At the project conclusion, six draft manuscripts were in various phases of final preparations. One manuscript draft was being entered into an essay contest, one was being submitted to a local newspaper, and four were being submitted to a variety of clinical nursing journals. Participants provided numerous anecdotal comments including "this workshop was very helpful in my decision to publish." Discussion: To overcome writing for publication barriers, a self-efficacy based curriculum incorporating mentorship was developed to provide staff nurses with the tools, support and strategies to become nurse authors. While this project's small convenience sample provides little opportunity for bias control and limits the generalizability of the results, we were encouraged by the self-efficacy score change specific to increased confidence in completing the task of scholarly publication within a nursing journal, and both the number and quality of the manuscript drafts produced. This is the first time that self-efficacy was applied to a nursing scholarly publication endeavor. A curriculum based upon self-efficacy coupled with writing mentorship can enable staff nurses to produce publishable manuscripts, not only improving individual self-efficacy but achieving demonstrable outcomes applicable to Magnet Recognition.
Repository Posting Date:
28-Oct-2011
Date of Publication:
28-Oct-2011
Conference Date:
2010
Conference Name:
7th Annual Florida Magnet Research Conference
Conference Host:
University of South Florida College of Nursing; Sigma Theta Tau International; Florida Organization of Nurse Executives
Conference Location:
Naples, Florida, USA
Description:
7th Annual Florida Magnet Research Conference - Theme: Research at the Point of Care. Held 11-13 February 2010 at the Naples Grande Beach Resort, Naples, Florida, USA.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titleA Curriculum Designed to Decrease Barriers to Scholarly Writing for Publication with Staff Nurses in a Community Hospitalen_GB
dc.contributor.authorShatzer, Melanieen_US
dc.contributor.authorWolf, G.en_US
dc.contributor.authorHravnak, M.en_US
dc.contributor.authorHaugh, A.en_US
dc.contributor.authorKikutu, J.en_US
dc.contributor.authorHoffmann, R.en_US
dc.author.detailsMelanie Shatzer, MSN, RN, email: shatzermb@upmc.edu; G. Wolf; M. Hravnak; A. Haugh; J. Kikutu; R. Hoffmannen_US
dc.identifier.urihttp://hdl.handle.net/10755/183030-
dc.description.abstractPurpose: As healthcare facilities seek recognition as centers of excellence from programs such as The American Nurses Credentialing Center Magnet Recognition program, demonstrating measureable workforce professional development outcomes is critical. Scholarly writing for publication is one measurable professional development outcome for both an individual and organization. Unfortunately, scholarly publication is often perceived as a responsibility of academia and is described as intimidating to staff nurses. In an effort to engage staff nurses in scholarly writing for publication as a means of fulfilling their professional responsibility for sharing knowledge and best practice, a self-efficacy based curriculum with formal mentoring was developed to assist staff nurses at two community hospitals in leaving their footprint on the nursing literature. Method: Bandura's self-efficacy theory provided the framework. We developed a curriculum for mentoring staff nurses in scholarly writing that used teaching strategies aimed at increasing self-efficacy through knowledge and self confidence. The curriculum included two 4-hour workshops and three mentoring sessions over a 10 week-timeframe. Participant's activities included writing exercises, selection of a writing topic and target journal, and development of a manuscript suitable for publication. With Institutional Review Board approval, participant's completed a Writing Self-Efficacy Survey modified from Shell and associates at the beginning of the first workshop and the end of the second workshop. A Mann Whitney U test was conducted to determine if there was an improvement between pre and post self-efficacy scores with scholarly writing. Rank score by item was performed followed by the mean rank to examine the difference between pre and post survey items. Findings: Eleven staff nurses participated in the project, with 8 completing (only 1 reported publishing previously). The only item that achieved statistical difference on the pre and post survey comparison was scholarly publication for a nursing journal, (Z=-2.512, p=0.012). At the project conclusion, six draft manuscripts were in various phases of final preparations. One manuscript draft was being entered into an essay contest, one was being submitted to a local newspaper, and four were being submitted to a variety of clinical nursing journals. Participants provided numerous anecdotal comments including "this workshop was very helpful in my decision to publish." Discussion: To overcome writing for publication barriers, a self-efficacy based curriculum incorporating mentorship was developed to provide staff nurses with the tools, support and strategies to become nurse authors. While this project's small convenience sample provides little opportunity for bias control and limits the generalizability of the results, we were encouraged by the self-efficacy score change specific to increased confidence in completing the task of scholarly publication within a nursing journal, and both the number and quality of the manuscript drafts produced. This is the first time that self-efficacy was applied to a nursing scholarly publication endeavor. A curriculum based upon self-efficacy coupled with writing mentorship can enable staff nurses to produce publishable manuscripts, not only improving individual self-efficacy but achieving demonstrable outcomes applicable to Magnet Recognition.en_GB
dc.date.available2011-10-28T16:11:33Z-
dc.date.issued2011-10-28en_GB
dc.date.accessioned2011-10-28T16:11:33Z-
dc.conference.date2010en_US
dc.conference.name7th Annual Florida Magnet Research Conferenceen_US
dc.conference.hostUniversity of South Florida College of Nursingen_US
dc.conference.hostSigma Theta Tau Internationalen_US
dc.conference.hostFlorida Organization of Nurse Executivesen_US
dc.conference.locationNaples, Florida, USAen_US
dc.description7th Annual Florida Magnet Research Conference - Theme: Research at the Point of Care. Held 11-13 February 2010 at the Naples Grande Beach Resort, Naples, Florida, USA.en_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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