Findings From the INANE Survey on Student Papers Submitted to Nursing Journals

Dissemination of scholarship across eight cohorts of doctor of nursing practice graduates

“…When the expectation is explicit and with senior faculty as co-authors, students may be more likely to submit their work because of that external motivation (Kennedy, Newland, & Owens, 2016). When the expectation is explicit and with senior faculty as co-authors, students may be more likely to submit their work because of that external motivation (Kennedy, Newland, & Owens, 2016).…”

“…Kennedy et al (2016) noted that the expectation to disseminate the final scholarly product, often in the form of a publishable manuscript, has taxed the limited resources of editors. Kennedy et al (2016) noted that the expectation to disseminate the final scholarly product, often in the form of a publishable manuscript, has taxed the limited resources of editors.…”

Addressing the vexed issue of authorship and author order: A discussion paper

“…Having found that nursing students frequently fail to follow author guidelines, Kennedy et al. () suggest the need for closer oversight by supervisors or mentors. Most supervisors or mentors are more experienced than students, who are often neophyte researchers and should take ultimate responsibility for ensuring that authorship protocols are followed (Kennedy et al., ).…”

“…() suggest the need for closer oversight by supervisors or mentors. Most supervisors or mentors are more experienced than students, who are often neophyte researchers and should take ultimate responsibility for ensuring that authorship protocols are followed (Kennedy et al., ). Research students should be offered formalized mentoring programs that help them improve their knowledge and skills onwriting for publication and improve their understanding of author roles and responsibilities (Pierce, ; Price, ).…”

Professionalism and authorship

“…Success in publishing is something to be celebrated and to be proud of, thereby worth the sacrifice in time and energy to see the process through to publication. It was precisely this lack of follow through that was the impetus for a group of nurse editors who organized a workgroup to study issues with student papers (Kennedy, Newland, & Owens, 2016) and provide guidance to faculty (Cowell & Pierson, 2016) on how to promote successful writing and publishing experiences in graduate nursing education. A key element in the findings from the nurse editors' project was that students did not understand the larger picture of scholarly publication and treated the assignment as akin to submitting a paper to faculty for a grade.…”