Teaching Scholarly Writing Skills as Part of Leadership Development in Nursing

2.50
Hdl Handle:
http://hdl.handle.net/10755/202148
Type:
Presentation
Title:
Teaching Scholarly Writing Skills as Part of Leadership Development in Nursing
Abstract:
(41st Biennial Convention) Purpose:  This presentation discusses a systematic teaching/learning approach to scholarly writing.  The information is presented within the context of doctoral nursing education and strategies incorporating leadership self-awareness, scholarly writing skill set acquisition, and career progression.  Methods:  The author developed the SMART Approach to Building Scholarly Writing Capacity in Nursing:  Strategies, Methods, and Assessment of Outcomes, Related to Teaching/Learning.  Six strategies include re-iterating standards of professional excellence, building the discipline as a professional responsibility, dispelling fears about scholarly writing, empowering with knowledge, facilitating scholarly independence, and celebrating scholarly writing excellence.  Six methods expanding upon the six strategies include scholarly writing assessment, planning and structure, evaluation and feedback, doing and re-doing, mentoring for publication, and reiterating knowledge dissemination for leadership influence.    Results:  The SMART Approach can achieve six key outcomes.  Students who experience the developmental approach become stronger writers and perceive themselves as better equipped leaders.  Students demonstrate improvements in the quality of their writing and course grades they achieve.  Student evaluations of teaching suggest that this developmental approach is valuable and they rate faculty teaching highly.  Following the manuscript development and submission portion of this approach, students begin to see the relationship between didactic content and mentored activities that promote scholarly writing independence.  Students learn that every professional activity provides a potential writing experience.   Conclusion: Scholarly writing in nursing is a necessary skill set that can be learned.  The SMART Approach to Building Scholarly Writing Capacity in Nursing is effective primarily because it uses a “guide by the side” approach as compared to traditional “sage on stage” principles.  Enlisting nurses to pursue a guided scholarly writing journey is more effective than merely providing the didactic content and expecting results.  Institutions wanting to build scholarly writing competence and enhance leadership potential must invest in capacity building now to reap future benefits.   
Keywords:
Capacity building; Leadership; Scholarly writing
Repository Posting Date:
11-Jan-2012
Date of Publication:
4-Jan-2012
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleTeaching Scholarly Writing Skills as Part of Leadership Development in Nursingen_GB
dc.identifier.urihttp://hdl.handle.net/10755/202148-
dc.description.abstract(41st Biennial Convention) Purpose:  This presentation discusses a systematic teaching/learning approach to scholarly writing.  The information is presented within the context of doctoral nursing education and strategies incorporating leadership self-awareness, scholarly writing skill set acquisition, and career progression.  Methods:  The author developed the SMART Approach to Building Scholarly Writing Capacity in Nursing:  Strategies, Methods, and Assessment of Outcomes, Related to Teaching/Learning.  Six strategies include re-iterating standards of professional excellence, building the discipline as a professional responsibility, dispelling fears about scholarly writing, empowering with knowledge, facilitating scholarly independence, and celebrating scholarly writing excellence.  Six methods expanding upon the six strategies include scholarly writing assessment, planning and structure, evaluation and feedback, doing and re-doing, mentoring for publication, and reiterating knowledge dissemination for leadership influence.    Results:  The SMART Approach can achieve six key outcomes.  Students who experience the developmental approach become stronger writers and perceive themselves as better equipped leaders.  Students demonstrate improvements in the quality of their writing and course grades they achieve.  Student evaluations of teaching suggest that this developmental approach is valuable and they rate faculty teaching highly.  Following the manuscript development and submission portion of this approach, students begin to see the relationship between didactic content and mentored activities that promote scholarly writing independence.  Students learn that every professional activity provides a potential writing experience.   Conclusion: Scholarly writing in nursing is a necessary skill set that can be learned.  The SMART Approach to Building Scholarly Writing Capacity in Nursing is effective primarily because it uses a “guide by the side” approach as compared to traditional “sage on stage” principles.  Enlisting nurses to pursue a guided scholarly writing journey is more effective than merely providing the didactic content and expecting results.  Institutions wanting to build scholarly writing competence and enhance leadership potential must invest in capacity building now to reap future benefits.   en_GB
dc.subjectCapacity buildingen_GB
dc.subjectLeadershipen_GB
dc.subjectScholarly writingen_GB
dc.date.available2012-01-11T11:12:36Z-
dc.date.issued2012-01-04en_GB
dc.date.accessioned2012-01-11T11:12:36Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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