Disseminating new scientific knowledge through publication is critical for any discipline, including nursing. The challenge for nurse faculty is preparing emerging nurses with the skills, enthusiasm, and disposition to fully assume professional roles as nurse scientists and scholars, including that of author. Exploring how students learn to write for publication and barriers to writing for publication, recommendations are offered for teaching-learning as a guide to faculty in planning programs, developing curriculum, and identifying teaching-learning strategies.
American Association of Colleges & Universities (AAC&U). (2009). Written communication value rubric. Washington, DC: Author. Retrieved May18, 2016 from https://www.aacu.org/value/rubrics
2.
American Association of Colleges of Nursing (AACN). (2010). The research focused doctoral program in nursing: Pathways to excellence. Washington, DC: Author. Retrieved May18, 2016 from www.aacn.nche.edu/
3.
ArmstrongM. L.JohnstonB. A.BridgesR. A.GessnerB. A. (2003). The impact of graduate education on reading for lifelong learning. The Journal of Continuing Education in Nursing, 34(1), 19-25.
BickesJ. T.SchimS. M. (2010). Righting writing: Strategies for improving nursing student papers. International Journal of Nursing Education Scholarship, 7(1), article 8. doi:10.2202/1548-923X.1964
6.
BunkersS. S. (2000). The nurse scholar of the 21st century. Nursing Science Quarterly, 13(2), 116-123.
7.
BuzziO.GrimesS.RollsA. (2012). Points of departure: Writing for the discipline in the discipline?Teaching in Higher Education, 17(4), 479-484.
8.
ClarkeP. N.GarciaJ. (2015). Evolution of nursing science: Is Open Access the answer?Nursing Science Quarterly, 28, 284-287. doi:10.1177/0894318415599226
9.
ColtonJ. S.SurasingheT. D. (2014). Using collaboration between English and biology to teach scientific writing and communication. Journal of College Science Teaching, 44(2), 31-39.
10.
FarrC. K.CavallaroJ.CivilG.CochraneS. (2009). Taming the publishing beast: The College of St. Catherine Scholars’ Retreat. Change: The Magazine of Higher Learning, 41(3), 14-19.
11.
GardnerG.GardnerA.O’ConnellJ. (2013). Using the Donabedian framework to examine the quality and safety of nursing service innovation. Journal of Clinical Nursing, 23, 145-155.
12.
HeatwoleH. (Ed.). (2008). Editorial—A plea for scholarly writing. Integrative and Comparative Biology, 38(2), 159-163.
13.
JalongoM. R. (2013). Professional wisdom and writing for publication: Qualitative interviews with editor and authors in early childhood education. Early Childhood Education, 41, 65-79.
14.
JalongoM. R.BoyerW.EbbeckM. (2014). Writing for scholarly publication as “tacit knowledge”: A qualitative focus group study of doctoral students in education. Early Childhood Education, 42, 214-250.
15.
LawrenceH. (2013). Personal, reflective writing: A pedagogical strategy for teaching business students to write. Business Communications Quarterly, 76(2), 192-206.
16.
Lumina Foundation. (2014, October). The degree qualifications profile: A learning centered framework for what college graduates should know and be able to do to earn the associate, bachelor’s, or master’s degree. Retrieved May18, 2016 from https://www.luminafoundation.org/resources/dqp
17.
MandlecoB. L.BohnC.CallisterL. C.LassetterJ.CarltonT. (2012). Integrating advanced writing content into a scholarly inquiry in nursing course. International Journal of Nursing Education Scholarship, 9(1), Article 4. doi:10.1515/1548-923X.2213
18.
MorrisC. T.HattonR. C.KimberlinC. I. (2011). Factors associated with the publication of scholarly articles by pharmacists. American Journal of Health-System Pharmacy, 68, 1640-1645.
19.
OverholserJ. C. (2011). Reading, writing, and reviewing: Recommendations for scholarly manuscripts at the graduate and professional level. Journal of Contemporary Psychotherapy, 41, 115-122. doi:10.1007/s10879-010-9163-z
20.
ParseR. R. (2014). The humanbecoming paradigm: A transformational worldview. Pittsburgh, PA: Discovery International.
21.
PololiL.KnightS.DunnK. (2004). Facilitating scholarly writing in academic medicine: Lessons learned from a collaborative peer mentoring program. Journal of General Internal Medicine, 19, 64-68.
