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Ready, Set, Write, Publish!
Cynthia Clark PhD, RN, ANEF, FAANProfessor and ATI Nurse Consultant
Journal Reviewer and Editorial Board Member
Karen H. Morin, PhD, RN, ANEF, FAANProfessor Emerita, UWM
Associate Editor, Journal of Nursing Education
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Today’s Objectives
• Discuss a trajectory for writing, presenting, and publishing—establishing a program of scholarly work
• Discuss an evidence-based framework for collaborative writing, presenting, and publishing
• Explore the fundamentals of writing, presenting, and publishing
• Apply the ‘nuts and bolts’ of authorship
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Huff, A. (1999). Writing for scholarly publication. Thousand Oaks, CA: Sage
«You should anticipate making an impact on the scholarly conversation
of your field, from the beginning of your career »
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Finding Your Passion and Inspiring a
Program of Scholarly Work
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A Program of Scholarly Work begins with curiosity and an emotional
connection to the topic… which leads to a
QUESTION
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What question, issue, or problem gets you up in the morning…and will continue to get you up in the morning for years to come?
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Read, read, and read some more…
The more that you read, the more things you will know. The more that you learn, the more places you'll go Dr. Seuss
I can read with my eyes shut
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…find your passion within the ‘gaps’ and proceed to fill them with gusto
Determine what is known…uncover the ‘gaps’
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Exemplar
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What are the ‘lived experiences’ and consequences of incivility [and violence] and how do we prevent and address the
problem?
Driving Question
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The Early YearsYouth Violence Prevention
Clinical Publications
School ShootingsColumbine and the University of Arizona
CIVILITY
Past 12 YearsPrimary Prevention
and Intervention
1990’s 2003-present
1999-2002
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CIVILITY
Followed by a Series of Conversations
IncivilityRelationships
Anger
Respect
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To Lead the Coalition for Change by Creating and Sustaining Communities of Civility
Craft a Compelling Vision (Purpose Statement)
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Today(Current Reality)
Action StepsTimeline
Resources
Tomorrow(Desired Future)
Create a Strategic Plan [Trajectory]
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GOALACTIONS/
STRATEGIES TIME FRAME
RESOURCES
RESULTS
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First Quantitative
National Study on F-F
Incivility
Develop and Test Tool
Assemble TeamStudy DesignBegin StudyImplement Formula
Began Oct 2011, [Goal Feb 2012] Submitted
August 2012, Published Feb
2013
StatisticianNational Sample
RA Support
Award Winning Article
Published 2013
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Thoughts to Consider1. What am I doing today that will help me achieve my
goals? 2. How am I doing on focusing on the important
things?3. How and where am I committing my time?4. What is my next step towards career success?5. What parts of my life can I simplify—what can I say
‘no’ to?6. How will my plans affect my family and friends?7. If I could change one or two things (to help me
achieve my goals), what would they be?8. What resources do I need to help me achieve my
goals?
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Share Your Plan With a Trusted Mentor
“If you follow your passion, and do your work well, you will be set as a scholar for life”
Dr. Gary Alexander
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If I have seen a little further it is by standing on the shoulders of giants Sir Isaac Newton
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Consider Your Pathway—
Who are the important individuals in your life who have paved and mentored the way? Who will mentor you in the future?
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Focused and Deliberate
Cohesive approach; sequencing a series of scholarly works to build new
knowledge and/or to add to the body of existing knowledge
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The Chess Game of Scholarly Works…
We need to anticipate our next move…and the move after that…and the move after that
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Community of Scholars
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Pursue a Variety of Funding Sources
Small Small amounts matter—over time, small awards may lead to larger levels of funding
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Anticipate your next study—and be prepared
Have IRB will travel
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Host a Retreat of Scholars
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Establish a Dream Team…Partner with other scholars in practice and academe [including undergraduates]
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Write constantly….start anywhere…
If you want to be a writer, you must do two things above all others: read a lot and write a lot. There’s no way around these two things…there is no shortcut Stephen King
Use a formula for collaborative writing—be efficient, focused, and strategic…invite and embrace critique
Clark 2014
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Writing…Have one in the queue (working on), one in review (submitted to journal), and one to debut (just published, or about to be published)
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An evidence-based framework for collaborative writing and
publishing
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Assemble the Team Diversity: Expertise, perspective, background, specialty, discipline
First Meeting: Establish a team charter and norms (decision-making
process, resolving conflict, respectful discourse, meeting deadlines)
Consider a Team Name (optional) Establish individual and collective responsibilities
(Team Leader and Keeper of the Manuscript)
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Sequence of Authorship Early and intentional conversation Essential, though at times, an ethically-laden and emotionally charged discussion
Fluid process
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Purpose Statement, Audience, and Venue
Develop a clearly written, unambiguous purpose statementDraft a working title based on the purpose statementDevelop a detailed outline for the manuscriptIdentify the intended audienceDetermine the best ‘fit’ journal venue (review author guidelines)
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Action Plan and Time Line
“Begin with the end in mind” (Covey, 1990)
Work backwards to develop the timeline
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March 10
Data Preparatio
n [Danh and Celesti
na]
Complete Very Drafty
First
Draft
(VDFD
)INE-R Manuscript Timeline
ROL nearly
complete [L
arecia]
Cindy add other rese
archers
Aug 15
March 18 Aug 10April 14
Draft Ready Fo
r Peer R
eviewers
Submit
Manuscrip
t
Final D
raft
Close To
Final
Draft
Draft Rece
ived From Pe
er
Reviewers
July 30
July 15
Discuss
ion Section
(Cindy)
June 15Preliminary Analysis
[Celesti
na]
Aug 5
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Revision and Response to the Editor
RejectionProvisionally accepted (minor or major revision)Response to reviewers and editor (Table)Resubmit
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Explore the fundamentals of writing, presenting, and publishing
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Critical Diamond
• You
• Field
• Subject
• Portfolio
Huff, A. (1999). Writing for scholarly publication. Thousand Oaks, CA: Sage
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Why write?
• Professional• Promotion/Tenure requirements
• Clinical Ladder
• Grant funding [research]
• Provoke dialogue
• Personal• Satisfaction
• Increase own knowledge and skill
• Share expertise
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What’s Stopping You?
• Fear of rejection
• Lack of time
•Writer’s block
•Not knowing how to write for publication
•Not believing you have something to contribute
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Nuts and Bolts of Authorship
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Factors to Consider
• Type of manuscript
• Source of ideas
• Journal selection• Open source publishing
• Predatory publishers
• Ethical issues
• Legal issues
• Acknowledgments
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Types of Manuscripts •Opinion piece
• Letters to the editor
• Short reports
•Discussion papers
•Research reports
•Clinical articles
•Clinical reviews / state of the science
Webb, C. (2008) . Writing for publication. Wiley-Blackwell
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Sources for your ideas• Quality improvement project
• Educational challenges
• Policy issues
• New role
• Summarizing evidence: Systematic Reviews
• Demonstration projects
• Solutions to practice problems
•Reports of research
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Choosing a Journal
• Topic
• Type of article
• Audience
• Quality
• Reach
• Frequency of publication
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Types of Journals
• Paper
• Peer reviewed, available to limit audience
• Open source
• Peer reviewed, very accessible, provides rapid dissemination of information ; institutions, grants or author pay fees
• Predatory
• Very few standards, “exploit the emerging acceptance of open-access academic journals to undermine peer-review process” (Bowman, 2014, p. 3)
• Author pays to be published; can range from a few hundred$$ to several thousand
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http://www.highbeam.com/landing/journals_nursing.aspx
Some websites
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http://en.wikipedia.org/wiki/List_of_nursing_journals
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Determining Authorship
•Who is an author? ICMJE says
•One who contributes substantially to:
• Ideas and design OR analysis and interpretation OR acquisition of data
• Draft or revises manuscript for critical or important content
• Has approval of final version
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Ethical and Legal Issues
• Number
• Report of research
• State of the science
• Clinical applications
• Authorship
• Honorary (AKA, guest, courtesy)
• Ghost
• Faculty / Student
•Copyright
• Duplicate or Redundant Pubs
• Shot gunning
• Salami Slicing
• Accuracy
• Plagiarism
• Conflict of Interest
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Thanking People
• Data collectors
• Mentor
• Faculty
• Funder
• Staff
• Students
• Patients
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Copyright? Public Domain?•Copyright
• “Legal protection to a person who creates a fixed work” (Lyons, 2010, p. 58)
• Exclusive rights
•Assume everything is copyrighted
• Public domain
•Considered public property
•Not too many books in this category
http://librarycopyright.net/digitalslider/
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Strategies
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Some helpful steps•Beall’s list of questionable publishers (
http://scholarlyoa.com )
•Directory of Nursing Journals (http://nursingeditors.com/journals-directory/ )
•Directory of Open Access Journals (http://doaj.org )
• Thomas Long’s blog: “Nursing Writing” (https://nursingwriting.wordpress.com )
• INANE “Predatory Publishing Practices “ Collaborative, 2014
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Process of writing• Prewriting
• Writing
• Getting feedback
• Revising
• Editing [following guidelines]
• Publishing
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Prewriting
• Consider the intent or purpose
• Acknowledge who you are
• Don’t try to be what you are not
• Be true to yourself
• Consider who your readers are
• Remember what you want to say
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Writing the Paper
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Writing the paper
• Develop an outline
• Decide on a beginning and an end thought
• Connect the beginning and the end
• Be careful of digressing
•Write a topic sentence for each paragraph
• Write naturally
• Use nouns and verbs more than adjectives and adverbs
• Write and rewrite
• Avoid rich ornate prose, for example, the dinner was too wonderful for words!
• Avoid overstatement
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Developing an Outline
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Possible Clinical Outline•Aim: educate
• Examples:
•Asthma in adolescents
• Postnatal depression
•Nasogastric feedings
• Introduction
• Background
• Description of dz. Process
• Treatments
• Nursing implications
Cook, R. (2000). The writer’s manual. bington, Oxon: Radcliffe Medical Press, Ld.
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Possible Professional Outline•Aim: assist in
professional development
• Examples:
•Generational issues
•Confidentiality of computerized documents
• Leadership issues
• Introduction
• Background (why it is important)
• Expansion of issue (facts & figures, different opinions, etc)
• Implications for practice, education or research
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Typical Research Outline
•Aim: share findings
• Examples:
• Impact of case management dosage
• Postpartum depression screening scale: Spanish version
• Introduction
• Background / Review of Literature
• Res. Questions/ Hypotheses
• Methods
• Findings
• Discussion
• Limitations
• Conclusion
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Sample Outline: Infant Nutrition
• Introduction
• Type of feeding
• Breast
• Bottle
• Nutrient Supplementation
• Iron
• Zinc
• Introduction of Solids
• Recommended time
• Associated issues
• Use of Juices
• Current parental practices
• AAP recommendation
• Vegetarian Mother
• Infant Colic
• Definition
• Nutrition implications
• Clinical Implications
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• Take advantage of grammar checks on computers
•Use simple words
•Be familiar with the writing manual
•Don’t be too casual
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10 important thoughts
• Make certain that your focus matches the journal’s
• Fits appropriate manuscript category
• Know the literature [last 2 years minim]
• Organize for clarity and coherence
• Be smart about use of tables/figure
Bellack, J. (2010). Get ready, get set, write. Journal of Nursing Education, 49, 63-64
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10 important thoughts
• Original sources as must
• Include only relevant information
• Synthesize the literature
• Reasoned and objective treatment of subject matter
• For educational journal, try to highlight impact on learning outcomes
Bellack, J. (2010). Get ready, get set, write. Journal of Nursing Education, 49, 63-64
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Some other thoughts (Clark, 2006)
• Turn procrastination into rehearsal
•Do your homework
•Read for content and form
•Break large projects into manageable parts
•Recruit a support group
• Limit self criticism in early drafts
• Learn from your critics
•Own your work
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Revise, Revise, Revise
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Take Time Into Account
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Remember to laugh
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Tongue in Cheek Rules when using the Queen’s English
• Verbs has to agree with their subjects.
• Prepositions are not words to end sentences with.
• And don’t start a sentence with a conjunction.
• It is wrong to ever split an infinitive.
• Avoid clichés like the plague. (They’re old hat).
• Always avoid annoying alliteration.
• Be more or less specific.
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A few last words
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RememberRest helps
There are people to help on the Journey
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Evolutionary Example • Morin, K. H. (1991). Factors experienced faculty should consider when changing
academic arenas. Journal of Nursing Education, 30, 187-188
• Morin, K. H. & Romeo, K. C. (1994) Experienced faculty orientation offerings: Do they meet faculty needs? Journal of Nursing Education, 33, 125-131.
• Romeo, C. & Morin, K. H. (1995). Seeking success: Effective orientation programs for experienced faculty. NursingConnections, 8(1), 15-21.
• Morin, K. H. & Ashton, K. C. R. (1998). A replication study of experienced graduate nurse faculty orientation offerings and needs. Journal of Nursing Education, 37, 295-301.
• Morin, K. H., & Ashton, K. R. (2004). Research on faculty orientation programs: Guidelines and directions for nurse educators. Journal of Professional Nursing, 20, 239-250.
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Questions?
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Time to work!
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