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Findings from the INANE Member Survey on Student Papers Submitted to Nursing Journals Findings from the INANE Member Survey on Student Papers Submitted to Nursing Journals

Findings from the INANE Member Survey on Student Papers Submitted to Nursing Journals - PowerPoint Presentation

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Findings from the INANE Member Survey on Student Papers Submitted to Nursing Journals - PPT Presentation

Editor Workgroup Shawn Kennedy MA RN FAAN American Journal of Nursing Julia M Cowell PhD RN APHNBC FAAN The Journal of School Nursing Jamesetta A Newland PhD FNPBC FAANP ID: 785056

students student papers faculty student students faculty papers questions journal submissions writing survey results manuscript nursing editors scholarly submission

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Slide1

Findings from the INANE Member Survey on Student Papers Submitted to Nursing Journals

Editor Workgroup

Shawn Kennedy,

MA, RN, FAAN

American Journal of Nursing

Julia M. Cowell,

PhD, RN, APHN-BC, FAAN

The Journal of School

Nursing

Jamesetta A. Newland,

PhD,

FNP-BC

, FAANP,

DPNAP

Nurse

Practitioner

Jacqueline K. Owens,

PhD, RN, CNE

OJIN: The Online Journal of Issues in Nursing

Charon

Pierson, PhD, GNP, FAAN,

FAANP

Journal of the American Association of Nurse

Practitioners

August 2015

Slide2

Objectives

Discuss issues around student papers submitted to journals as part of a course assignment.

Compare and contrast problems and strengths of student papers compared to other submissions.

Slide3

Background

2014 INANE annual meeting: Many editors frustrated over multiple queries and

poorly

written student papers

Nurse Author & Editor

has addressed student writing 6 times in 2 years

Student Partners: The Write Idea for Scholarly Collaboration

by Janice E Hawkins; June 2015, 25(2)

Converting a DNP Scholarly Project into a Manuscript

by Heather Carter-Templeton, March 2015, 25, (1)

Student Faculty Authorship: Challenges and Solutions

by Jessica Nishikawa, Estelle Codier, Debra Mark,

& Maureen

Shannon; December 2014, 24(4)

Student Assignments and Writing for Publication

by Michelle Cleary, Violeta Lopez, Debra Jackson,

& Catherine

L Hungerford; June 2014, 24(2)

Let’s Talk about Getting Students to Write

by Maureen Shawn Kennedy; March 2014, 24(1)

Four Rules of Writing

by Roger Watson; March 2013, 23(1)

Slide4

Background

Graduate nursing students often encouraged or required to submit scholarly work for consideration for

publication

Doctoral education, practice or research, distinguished by completion of project

(AACN DNP

Essentials, 2006)

Demonstrates

synthesis of the

student

work

Groundwork

for future scholarship (e.g

.,

manuscript)

Tangible, deliverable

academic product

Nurse

Practitioner

Core

Competencies, Leadership Competency 6

(Thomas et al., 2014

)

Communicates practice knowledge effectively, both orally and in writing

Curriculum support:

Scholarly writing, manuscript, and abstract preparation

; and

Structuring and presenting persuasive arguments

Slide5

Example 1: DNP Student Query

I am a DNP student at XXX College of Nursing at the University of XXX. On completion of my scholarly project, I would like to submit it for publication in the JAANP journal. I am writing to ask your advise about what category my article would fit into. My article is about patient's assessment of pain prior to and after ultrasound-guided knee arthrocentesis and intra-articular steroid injection in a rheumatology parctice [sic]. We perform musculoskeletal ultrasound in our practice and I wanted to assess patient's knee pain prior to ultrasound guided knee arthrocentesis and 2 weeks after. There are few articles on patient outcomes using ultrasound guided joint aspiration and injection. Would my article fall under the research or Quality improvement category? I appreciate your timely response. I am beginning to write my manuscript. I would like to submit it for publication next year. Thank you for your time

Slide6

Example 1: Editor Response

I

can't tell from your email if you have assessed 1 patient ("patient's knee pain" is singular) or you meant multiple patients (in which case it would be patients' knee pain). If you have assessed 1 patient it is a case study; if you assessed many patients using a research protocol, approved by your IRB, then it would be research. A QI project implies there was a situation in your practice that required improvement and you instituted a practice change and measured the outcome. I just can't give you any more specific advice – perhaps you should speak with your faculty adviser.

Slide7

Example 1: Student Reply

I

am sorry about the confusion. My study will be a convenient sample of 20-50 patients assessing their pain. My faculty advisor was the one who advised me to write you to see if the study would be a QI project or research study. I appreciate your advise and timely response.

Slide8

Example 2: Master’s Student Query

To whom it may concern,

I am currently in the Masters of Nursing program at the University of XXX and I will be graduating late April. I need to submit my Capstone Project to a nursing journal and have chosen the American Journal of Nursing because it is a respected nursing journal with a large audience. The name of my project is Improving Nurse Perception of the Call Bell and focuses on increasing awareness of the importance of the call bell to the nurse. It is a relatively small study that uses Pre and Post-Interventional surveys with the intervention being an educational PowerPoint on the importance of the call bell. The paper is 18 pages in length including cover page and references.

The target date for submission is April 1 (depending on when the final draft is approved) and I would like to have a receiving letter from the editor by April 10th if possible.

Slide9

Actions

Nursing editor group:

convened to further explore this issue and implications for scholarly publishing

developed survey with closed and open ended questions

surveyed editors in January 2015 via the INANE listserv

GOAL: To create a document (e.g., a White Paper) providing guidance for student papers for faculty, students, and editors

Slide10

Survey Content

3 Likert type/brief response and 6 open response questions considered:

Frequency of submissions

Educational level of student authors

Descriptions of common problems

Concerns with papers as course requirements

whether or not authors should identify the manuscript as a course requirement

how editors perceive the role of faculty

how editors address student submissions that fall short of journal standards

Slide11

Summary of Numerical Results

Demographics:

53 total responses to survey by journal editors

Range of responses to quantitative questions: 48-53

Choices

:

Never

(5

)

Rarely

(4

)

Occasionally

(3

)

Often

(2

)

Frequently

(1)

Slide12

Survey Questions: Likert Scale/Brief Response

Does

your journal receive student papers as submitted manuscripts

?

Of

the student papers you receive, are they written by:

Doctoral Students (PhD, EdD, DNS

)

Doctoral Students (DNP, ND)

Master’s Students (MS, MSN, MN)

Baccalaureate Students (BSN, BS)

Associate Degree Students (ASN, AS

)

Thinking

of the types of common problems that are encountered with student submissions, please rate the following

:

Poor quality of writing or use of language

Lack of detail or depth; superficial

Inadequate or inappropriate sources

Poorly organized; poor transitions

Lack of adherence to appropriate format

Lack of evidence of expertise in the subject

Inappropriate topic for the Journal

Inaccurate or missing key content

Other (describe

)

Slide13

Survey Questions: Results Q1

Slide14

Survey Questions: Results Q2a

Slide15

Survey Questions: Results Q2b

Slide16

Survey Questions: Results Q2c

Slide17

Survey Questions: Results Q2d

Slide18

Survey Questions: Results Q2e

Slide19

Survey Questions: Results Q3a

Slide20

Survey Questions: Results Q3b

Slide21

Survey Questions: Results Q3c

Slide22

Survey Questions: Results Q3d

Slide23

Survey Questions: Results Q3e

Slide24

Survey Questions: Results Q3f

Slide25

Survey Questions: Results Q3g

Slide26

Survey Questions: Results Q3h

Slide27

Questions & Summary of Narrative Results

Q1. Describe other common problems you encounter with student submissions.

(n = 38)

Q2. Are there any additional problems you think are important related to the process of requiring submission of papers by students as course requirements?

(n = 44)

Slide28

Questions & Summary of Narrative Results

Q3

. Should authors identify a manuscript as a requirement for a course or a product of the graduate program?

(Yes/No option + open-ended response box)

(

n = 20 Yes; 21 No; 10 Unanswered; and 18 narrative responses)

Q4

. How have you addressed student submissions that do not meet journal standards for publication – internally (to editorial staff) and externally (to authors)?

(

n = 46)

Slide29

Questions & Summary of Narrative Results

Q

5. What is the role of faculty if they are going to assign submissions of papers by students as a course requirement?

(

n = 45)

Q6

. Are there any additional issues you think are important related to student submissions?

(

n

= 28)

Slide30

Emerging Themes & Subthemes

Submissions Fail

to Follow Author

Guidelines

Characteristics of Student

Submissions

Lack

of Professional Behavior from

Students

Lack of Professional Behavior from

Faculty

Editor Responses to Student Submissions

Faculty as Mentors

Teaching Scholarly

Writing

Teaching Manuscript

Preparation

Faculty

Challenges

Program Requirement to Submit Manuscript

Slide31

Submissions Fail to Follow Author

Guidelines

Manuscripts exceed word count

Technical details missing (e.g., copyright, bio sketch, tables, figures, permissions)

Outside the scope of the journal, not appropriate to journal features

Slide32

Characteristics of Student Submissions

Lack of appropriate referencing (e.g., poor quality, references limited to nursing sources only, outdated references, “unintentional" plagiarism, too many references)

Excessive focus on quotes, theory, review of literature

Literature reviews that draw few or no new conclusions, often not cutting edge content

Papers written as assignments that do not consider the reading audience

Slide33

Characteristics of Student Submissions

Awkward

or poor writing (e.g., lacks clarity, lack of flow due to

cut/paste

from sources, inappropriate focus or scope, lack of logical progression of ideas, superficial development ideas, inability to synthesize

)

Inexperience with research

(e.g., small

sample

sizes, not

yet meaningful

research, local

interest only)

English as second language concerns

Editors divided as to whether or not students should have to self identify with submissions; quality of paper is more important than whether or not it was a required student submission

Slide34

Lack of Professional Behavior from

Students

Submit school project with faculty signature pages for university approval or cut/paste from thesis or project

Failure to follow through with

publishing process (e.g., revisions

or

response

to editor

queries)

Provide only student email which may expire upon graduation – unable to reach author

Slide35

Lack of Professional Behavior from Faculty

Require submission but provide minimal supervision of writing and submission process; editors expected to do the work of review and often feel faculty have not done adequate pre-submission work to help students create polished, publishable papers

Fail to screen/review papers prior to submission, set up students for failure

Unethical authorship

practices:

Take

co-authorship when acknowledgment is more

appropriate; no authorship unless faculty actually writes (COPE guidelines)

Put student authors in an uncomfortable position when asked about specific contribution of faculty co-author

Editors question whether or not faculty use co authorship with student papers to satisfy tenure requirements?

Encourage mass submissions by a single class (e.g., direct

all students to submit DNP papers to one journal regardless of paper

quality; likely only a couple are

publishable

)

Slide36

Editor Responses to Student Submissions

Internal (to editorial staff)

Set a standard and stick to

it - review all submissions to the same standard

Discourage "over fixing" submissions

External (to authors)

Provide feedback to authors:

Return manuscript for author to address journal guidelines as needed

Use template response letter to address concerns and customize accordingly

If possible, provide detailed feedback (sometimes by phone call) and require revise/resubmit before sending to peer review

Instruct students to share feedback with professors

Editors made many comments about supporting students as they pursue publication

Slide37

Faculty as Mentors

A few editors responded that they receive papers with clear evidence of faculty mentoring; most noted the need for faculty to provide more mentoring

Editors

see the role of faculty

to:

Include a professional

(ethical) obligation to help students

write

Require

high standards and

quality

Identify

publishable student

papers from all submissions

Invest

a

personal time

commitment

Need for careful faculty review and feedback for students

Slide38

Faculty as Mentors: 4 Subthemes

Teaching Scholarly Writing

Teaching Manuscript Preparation

Faculty

Challenges

Program Requirement to Submit Manuscript

Slide39

Subtheme #1: Teaching

Scholarly

Writing

Make writing instruction part of coursework throughout program (e.g., content, depth, organization, grammar, language, format)

Consider a

stand alone

course or workshop for graduate-level students

Require students to peer review using a selected journal’s format

Require practice:

Multiple writing assignments faculty feedback before writing for submission

Help students understand and author different types of scholarly writing as appropriate (e.g., research reports, quality improvement/projects, case studies)

Design process to help students learn about scholarly writing and the difference between a school paper and a publishable paper

Slide40

Subtheme #2:

Teaching

Manuscript

Preparation

Need for faculty experience and guidelines to help them

:

Teach the publication process (e.g., query letters, journal match, single submission, author guidelines, peer review, revisions and commitment to process, rejection)

Assist with converting class papers to manuscript format

Guide student to review and select appropriate journal

Read student papers, critique, edit, assist with revisions

Assure that student writes in a scholarly tone, meets journal standards, and follows author guidelines

Help students understand value of rejection comments to guide future publications

Do not encourage students to submit low level and/or well known information no matter how well written or organized

Slide41

Subtheme #3:

F

aculty Challenges

Has faculty published or been a reviewer?

Not knowledgeable [about publication process]

Not experienced enough [writing and/or mentoring?]

Skills and competence in scholarly writing?

Not willing to work with students

Not willing to or cannot invest time and effort

Insufficient number of faculty to mentor students

Slide42

Subtheme #4:

Program

Requirement

to

Submit

Manuscript

Faculty should take responsibility for quality of paper – reflection on academic program

Requiring students to write papers has value, but only encourage students with a publishable paper to submit to journal

If a requirement, advocate for sufficient number of faculty to mentor students and provide other supports

Is a manuscript a realistic goal given the length of the program or coursework?

Do not make a blanket rule for submission of manuscript as requirement for course or graduation

Slide43

Discussion About Findings: Your Thoughts?

Discussion Objectives

:

Identify

at least

3

strengths and

3

challenges for editors related to student papers submitted for publication

Describe

appropriate roles of students, faculty, and editors in the publication process

Examine

the pros and cons of mandatory submission of student papers as part of a course assignment

Do you have specific suggestions related to creation of a White Paper on this topic?

Do you have ideas about dissemination to educate faculty regarding student submissions?

Slide44

References

American Association of Colleges of Nursing.

(

2006).

The

essentials of

doctoral education

for

advanced nursing practice

.

Retrieved from:

http

://

www.aacn.nche.edu/publications/position/DNPEssentials.pdf

Thomas, A., Crabtree, M.K., Delaney, K., Dumas, M.A., Kleinpell, R., Marfell, J,…Wolf, A. (2014).

Nurse practitioner core competencies content: A

delineation of suggested content

specific

to the NP core

competencies

. Retrieved

from

:

http://

c.ymcdn.com/sites/nonpf.site-ym.com/resource/resmgr/Competencies/NPCoreCompsContentFinalNov20.pdf