Ready, Set, Write, Publish! Cynthia Clark PhD, RN, ANEF, FAAN Professor and ATI Nurse Consultant Journal Reviewer and Editorial Board Member Karen H. Morin,

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

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

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 »

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

…find your passion within the ‘gaps’ and proceed to fill them with gusto

Determine what is known…uncover the ‘gaps’

Exemplar

What are the ‘lived experiences’ and consequences of incivility [and violence] and how do we prevent and address the

problem?

Driving Question

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

CIVILITY

Followed by a Series of Conversations

IncivilityRelationships

Anger

Respect

Be Strategic and Intentional

To Lead the Coalition for Change by Creating and Sustaining Communities of Civility

Craft a Compelling Vision (Purpose Statement)

Today(Current Reality)

Action StepsTimeline

Resources

Tomorrow(Desired Future)

Create a Strategic Plan [Trajectory]

GOALACTIONS/

STRATEGIES TIME FRAME

RESOURCES

RESULTS

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

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?

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 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)

Action Plan and Time Line 

“Begin with the end in mind” (Covey, 1990)

Work backwards to develop the timeline

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

Revision and Response to the Editor

 RejectionProvisionally 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 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

http://www.highbeam.com/landing/journals_nursing.aspx

Some websites

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

• 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

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

• 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

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

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

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

RememberRest 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!