Making meaningful connections: evaluating an embedded librarian pilot project to improve nursing scholarly writing

Wu, Lin; Betts, Virginia Trotter; Jacob, Susan; Nollan, Richard; Norris, Tommie L.

doi:10.3163/1536-5050.101.4.016

Cited by 19 publications

(13 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In an effort to encourage junior and nontenure-track nursing faculty to consider writing for publication and participate more fully in scholarly activities, the Health Sciences Library and the College of Nursing at the Ohio State University collaborated on developing and implementing an online professional development course in the summer of 2016 called the Scholarship Circle. The course also provided an opportunity to teach participants about human and material resources that were available to faculty who were writing for publication, including library resources and librarian services, based on a collaborative model used regularly by liaison librarians in health sciences libraries [13–15]. This report describes the Scholarship Circle course, data collected from surveys, and results from a bibliographic analysis of participants’ publications.…”

Section: Introductionmentioning

confidence: 99%

The Scholarship Circle: an introduction to writing for publication for nursing faculty

Dhakal

Tornwall

2020

jmla

View full text Add to dashboard Cite

BackgroundThis case report describes a collaborative effort between a health sciences librarian and an instructional designer to create and implement a writing professional development experience called the Scholarship Circle. It was aimed at increasing scholarly productivity by junior and nontenure-track faculty in a college of nursing.Case PresentationThe Scholarship Circle activities were carried out in a synchronous and an asynchronous online environment over ten weeks and included weekly lectures from nurse-scholars, discussions and peer reviews, and writing support from the librarian. The Scholarship Circle designers surveyed participants before and after the course to explore faculty perceptions and conducted a bibliographic analysis to gauge increases in scholarly productivity.ConclusionsWhile both tenure-track and nontenure-track faculty perceived lack of time as a significant barrier to publication, only nontenure-track faculty perceived lack of writing experience and getting started as significant obstacles. In the two years following the Scholarship Circle, faculty with doctor of philosophy and doctor of education degrees produced the greatest number of scholarly publications, whereas faculty with other degrees demonstrated a modest increase in scholarship. Online writing support programs have the potential to positively impact scholarly productivity for junior and nontenure-track faculty, especially if they emphasize time management for writing, confidence-building strategies, and a flexible format that allows peer review and collaboration as well as participation by seasoned scholars and remote participants. Partnership between health sciences librarians and instructional designers is key to the successful design and implementation of writing support programs.

show abstract

Section: Introductionmentioning

confidence: 99%

The Scholarship Circle: an introduction to writing for publication for nursing faculty

Dhakal

Tornwall

2020

jmla

View full text Add to dashboard Cite

show abstract

“…The analysis helped faculty members to reinforce resources in courses throughout the curriculum and ways to include a health librarian. The literature is beginning to document how a librarian can improve nursing scholarly writing [3] and facilitate evidencebased nursing practice [4]. We believe this citation analysis increased the awareness of graduate nursing faculty members of the usefulness of a librarian.…”

Section: Discussionmentioning

confidence: 99%

Database trial impact on graduate nursing comprehensive exams

Pionke¹,

Huckstadt²

2015

J Med Libr Assoc

View full text Add to dashboard Cite

While the authors were doing a test period of databases, the question of whether or not databases affect outcomes of graduate nursing comprehensive examinations came up. This study explored that question through using citation analysis of exams that were taken during a database trial and exams that were not. The findings showed no difference in examination pass/fail rates. While the pass/fail rates did not change, a great deal was learned in terms of citation accuracy and types of materials that students used, leading to discussions about changing how citation and plagiarism awareness were taught.

show abstract

“…It was, therefore, not surprising that it was difficult for them to attend our “Shut Up and Write Sessions.” It was surprising, however, that the opportunity to receive professional editorial services at no cost was not a strong enough incentive to complete the manuscripts within the four-month program. Time was also an issue for our Writing Boot Camp guides, as it has been for others offering writing support services [16, 17]. In the initial program, each guide shepherded a small group of writers, which involved reading and providing feedback on several papers multiple times.…”

Section: Discussionmentioning

confidence: 99%

“…Librarians also teach bibliographic style to students [15, 16] and assist them with developing skills in using bibliographic management software.…”

Section: Introductionmentioning

confidence: 99%

Writing Together to Get AHEAD: an interprofessional boot camp to support scholarly writing in the health professions

Isenburg

Lee

Oermann

2017

jmla

View full text Add to dashboard Cite

BackgroundWriting for publication is an integral skill for both sharing research findings and career advancement, yet many faculty lack expertise, support, and time to author scholarly publications. Health professions educators identified writing as an area in which a new educators’ academy could offer support.Case PresentationTo address this need, a writing task force was formed consisting of a librarian, a School of Medicine faculty member, and a School of Nursing faculty member. The task force launched two initiatives to motivate and support faculty writing and publication over two academic years. In the first year, a structured interprofessional “boot camp” consisting of a sequenced, modularized approach to manuscript completion was offered. In the second year, community building, in-person writing sessions, and incentives were added to the structured tasks. In year one, twenty participants enlisted in the boot camp, nine of whom completed a manuscript for submission by the end of the program. Qualitative feedback indicated potential improvements, which were put in place in the second program. In year two, twenty-eight participants enrolled, and eleven submitted thirteen manuscripts for publication by the end of the program.ConclusionsStructured tasks, frequent deadlines, and professional editorial assistance were highly valued by participants. Time remains a barrier for faculty seeking to complete manuscripts. As experts in many facets of the publication process, librarians are well positioned to partner with others to facilitate faculty and staff development in writing.

show abstract

Making meaningful connections: evaluating an embedded librarian pilot project to improve nursing scholarly writing

Cited by 19 publications

References 10 publications

The Scholarship Circle: an introduction to writing for publication for nursing faculty

The Scholarship Circle: an introduction to writing for publication for nursing faculty

Database trial impact on graduate nursing comprehensive exams

Writing Together to Get AHEAD: an interprofessional boot camp to support scholarly writing in the health professions

Contact Info

Product

Resources

About