USING AN INNOVATIVE RESEARCH- BASED PROCESS TO FACILITATE SCHOLARLY WRITER DEVELOPMENT

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1 USING AN INNOVATIVE RESEARCH- BASED PROCESS TO FACILITATE SCHOLARLY WRITER DEVELOPMENT Elizabeth A. Gazza PhD, RN, LCCE, FACCE Associate Professor of Nursing University of North Carolina Wilmington Teresa Shellenbarger PhD, RN, CNE, ANEF Professor Indiana University of Pennsylvania Diane F. Hunker, PhD, MBA, RN Associate Professor of Nursing Chatham University

2 Session Objectives At the completion of this session the attendee will be able to State the research-based process that can facilitate writing development. Devise a plan for incorporating knowledge, skills, and attitudes (KSAs) into writing activities. *No known conflict of interest *No sponsorship or commercial support provided

3 Scholarly writing is writing that is Specialized in nursing Communicates original thought Includes support from a body of literature Contains formal language consistent with the discipline Formatted in a manner consistent with peerreviewed publications.

4 Research Findings Writing Scaffold (Gazza & Hunker, 2012) Literature review Support system is needed PhD Nursing Students (n=10) (Gazza, Shellenbarger, & Hunker, 2012) Coming to know It s like giving birth: The pain and the pleasure Shifting thinking Putting all the pieces together. DNP Students (n=6) (Shellenbarger, Hunker, & Gazza, 2015) Learning throughout life Influence of emotion Getting through the gate Knowledge, Skills, and Attitudes for Scholarly Writer Development (Hunker, Gazza, Shellenbarger, 2014)

5 Knowledge Assessment Describe attributes of scholarly writing and role of scholar in dissemination Strategies Read peer-reviewed articles Write about what you know Recognize importance of creating a writing environment/approach Identify time and space needed to effectively write Collaborate Translate feedback into writing Revise drafts based on feedback

6 Assessment Skills Strategies Use strategies to facilitate scholarly writing Apply methods such as brainstorming, outlining, concept mapping, or chunking Effectively secure and use writing feedback Produce scholarly writing Challenge self to further develop as a scholarly writer Use writing partner or peer critiques to obtain feedback Write, retreat, revise, repeat Set writing goals and deadlines

7 Attitudes Assessment Utilize a qualified support network for writing Acknowledge emotions and attitudes about writing Strategies Create a network to include: writing colleagues, editors, peer reviewers, and mentors Discuss writing with other Complete reflective activities Use resources to enhance writing skill development Read about good writing and exemplars Enroll in a writing workshop or class

8 Final Comments and Questions Comprehensive collection of strategies included in each published article Applicable to nursing education and professional/personal development Contact information

9 References Gazza, E. A., & Hunker, D. F. (2012). Facilitating scholarly writer development: The writing scaffold. Nursing Forum, 47(4), doi: /j x Gazza, E. A., Hunker, D. F., & Shellenbarger, T. (2013). Advancing the quality and safety of radiology and imaging nursing practice through scholarly writing. Journal of Radiology Nursing, 32, Retrieved from Gazza, E., A., Shellenbarger, T., & Hunker, D. F. (2012). Developing as scholarly writers: The experience of students enrolled in a PhD in nursing program in the United States. Nurse Education Today, 33(3), doi: /j.nedt Hunker, D. F., Gazza, E. A., & Shellenbarger, T. (2014). Evidence-based knowledge, skills and attitudes for scholarly writing development across all levels of nursing education. Journal of Professional Nursing,30(4), Shellenbarger, T., Hunker, D. F., & Gazza, E. A. (2015). Understanding the scholarly writing development of nurses in US clinical doctoral programs. Nursing Forum. 50(2), doi: /nuf.12063

Empowering Nurses to Use Nursing Research to Support Evidence-based Practice Tish Conejo, PhD, RN MidAmerica Nazarene University

Empowering Nurses to Use Nursing Research to Support Evidence-based Practice Tish Conejo, PhD, RN MidAmerica Nazarene University Background The majority of registered nurses practicing today initially