Cynthia Clark PhD, RN, ANEF, FAAN
Professor and ATI Nurse Consultant
Journal Reviewer and Editorial Board Member
Karen H. Morin, PhD, RN, ANEF, FAAN
Professor Emerita, UWM
Associate Editor, Journal of Nursing Education
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
«You should anticipate making an impact on the
scholarly conversation of your field, from the
beginning of your career »
Huff, A. (1999). Writing for scholarly publication. Thousand Oaks, CA: Sage
Finding Your Passion and Inspiring a
Program of Scholarly Work
A Program of Scholarly Work begins with
curiosity and an emotional connection to the
topic… which leads to a
QUESTION
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?
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
Determine what is known…uncover the ‘gaps’
…find your passion within the ‘gaps’ and proceed to
fill them with gusto
Exemplar
Driving Question
What are the ‘lived experiences’ and consequences of
incivility [and violence] and how do we prevent and
address the problem?
CIVILITY
School Shootings
Columbine and the University of Arizona
The Early Years
Youth Violence Prevention
Clinical Publications
1990’s
1999-2002
Past 12 Years
Primary Prevention
and Intervention
2003-present
Followed by a Series of Conversations
CIVILITY
Incivility
Relationships
Anger
Respect
Be Strategic and Intentional
Craft a Compelling Vision (Purpose Statement)
To Lead the Coalition for Change
by Creating and Sustaining
Communities of Civility
Create a Strategic Plan [Trajectory]
Today
(Current Reality)
Action Steps
Timeline
Resources
Tomorrow
(Desired Future)
GOAL
ACTIONS/
STRATEGIES
TIME
FRAME
RESOURCES
RESULTS
First
Quantitative
National Study
on F-F Incivility
Develop and Test Tool
Assemble Team
Study Design
Begin Study
Implement Formula
Began Oct 2011,
[Goal Feb 2012]
Submitted
August 2012,
Published Feb
2013
Statistician
National Sample
Award Winning
Article
RA Support
Published 2013
Thoughts to Consider
1.
2.
3.
4.
5.
6.
7.
What am I doing today that will help me achieve my goals?
How am I doing on focusing on the important things?
How and where am I committing my time?
What is my next step towards career success?
What parts of my life can I simplify—what can I say ‘no’ to?
How will my plans affect my family and friends?
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?
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
If I have seen a little further it is by standing on
the shoulders of giants Sir Isaac Newton
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?
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
The Chess Game of Scholarly Works…
We need to anticipate our next move…and the move after
that…and the move after that
Community of Scholars
Pursue a Variety of Funding Sources
Small
Small amounts matter—over
time, small awards may lead to
larger levels of funding
Anticipate your next study—and be prepared
Have IRB will travel
Invite Critique
Host a Retreat of Scholars
Establish a Dream Team…Partner with other scholars
in practice and academe [including undergraduates]
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
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)
An evidence-based framework for
collaborative writing and publishing
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)
Sequence of Authorship
 Early and intentional conversation
 Essential, though at times, an ethically-laden
 and emotionally charged discussion
Fluid process
Purpose Statement, Audience, and Venue
Develop a clearly written, unambiguous purpose statement
Draft a working title based on the purpose statement
Develop a detailed outline for the manuscript
Identify the intended audience
Determine the best ‘fit’ journal venue (review author guidelines)
Action Plan and Time Line
“Begin with the end in mind” (Covey, 1990)
Work backwards to develop the timeline
INE-R Manuscript Timeline
July 30
June 15
March 10
March 18
April 14
July 15
Aug 15
Aug 5
Aug 10
Revision and Response to the Editor
Rejection
Provisionally accepted (minor or major
revision)
Response to reviewers and editor (Table)
Resubmit
Celebrate Accomplishments
Explore the fundamentals of
writing, presenting, and publishing
Critical Diamond
• You
• Field
• Subject
• Portfolio
Huff, A. (1999). Writing for scholarly publication. Thousand Oaks, CA: Sage
Why write?
• Professional
• Promotion/Tenure requirements
• Clinical Ladder
• Grant funding [research]
• Provoke dialogue
•
Personal
• Satisfaction
• Increase own knowledge and skill
• Share expertise
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
Nuts and Bolts of
Authorship
Factors to Consider
• Type of manuscript
• Source of ideas
• Journal selection
• Open source publishing
• Predatory publishers
• Ethical issues
• Legal issues
• Acknowledgments
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
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
Choosing a Journal
•
Topic
• Type of article
• Audience
• Quality
• Reach
• Frequency of publication
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 openaccess 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
Some websites
http://www.highbeam.com/landing/journals_nursing.aspx
http://en.wikipedia.org/wiki/List_of_nursing_journals
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
Ethical and Legal Issues
•
Number
•
•
•
•
Report of research
• Copyright
• Duplicate or Redundant
Pubs
State of the science
• Shot gunning
• Salami Slicing
Clinical applications
Authorship
• Honorary (AKA, guest,
courtesy)
• Ghost
• Faculty / Student
•
Accuracy
• Plagiarism
• Conflict of Interest
Thanking People
•
•
•
•
Data collectors
Mentor
Faculty
Funder
•
•
•
Staff
Students
Patients
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/
Strategies
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
Process of writing
• Prewriting
• Writing
• Getting feedback
• Revising
• Editing [following guidelines]
• Publishing
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
Writing the Paper
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
Developing an Outline
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.
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
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
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
• Take advantage of grammar
checks on computers
• Use simple words
• Be familiar with the writing
manual
• Don’t be too casual
10 important thoughts
Bellack, J. (2010). Get ready, get set, write. Journal of Nursing Education, 49, 63-64
• 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
10 important thoughts
Bellack, J. (2010). Get ready, get set, write. Journal of Nursing Education, 49, 63-64
• 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
Some other thoughts
(Clark, 2006)
• Turn procrastination into • Recruit a support group
rehearsal
•
Limit
self
criticism
in
early
• Do your homework
drafts
• Read for content and
• Learn from your critics
form
• Break large projects into
manageable parts
• Own your work
Revise, Revise,
Revise
Take Time Into Account
Remember to laugh
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.
A few last words
Remember
Rest helps
There are people to help on
the Journey
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.
Questions?
Time to work!