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
Download The PPT/PDF document "Findings from the INANE Member Survey on..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
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
Slide2Objectives
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.
Slide3Background
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)
Slide4Background
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
Slide5Example 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
Slide6Example 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.
Slide7Example 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.
Slide8Example 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.
Slide9Actions
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
Slide10Survey 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
Slide11Summary 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)
Slide12Survey 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
)
Slide13Survey Questions: Results Q1
Slide14Survey Questions: Results Q2a
Slide15Survey Questions: Results Q2b
Slide16Survey Questions: Results Q2c
Slide17Survey Questions: Results Q2d
Slide18Survey Questions: Results Q2e
Slide19Survey Questions: Results Q3a
Slide20Survey Questions: Results Q3b
Slide21Survey Questions: Results Q3c
Slide22Survey Questions: Results Q3d
Slide23Survey Questions: Results Q3e
Slide24Survey Questions: Results Q3f
Slide25Survey Questions: Results Q3g
Slide26Survey Questions: Results Q3h
Slide27Questions & 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)
Slide28Questions & 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)
Slide29Questions & 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)
Slide30Emerging 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
Slide31Submissions 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
Slide32Characteristics 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
Slide33Characteristics 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
Slide34Lack 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
Slide35Lack 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
)
Slide36Editor 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
Slide37Faculty 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
Slide38Faculty as Mentors: 4 Subthemes
Teaching Scholarly Writing
Teaching Manuscript Preparation
Faculty
Challenges
Program Requirement to Submit Manuscript
Slide39Subtheme #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
Slide40Subtheme #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
Slide41Subtheme #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
Slide42Subtheme #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
Slide43Discussion 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?
Slide44References
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