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PubMed2003

Does writing reduce posttraumatic stress disorder symptoms?

To see if writing about their trauma lessened PTSD and related symptoms, 57 undergraduates, previously screened for traumatic experiences, wrote for 15 minutes on 4 days across 2 weeks about either their trauma or a trivial topic. They reported PTSD, impact, suicide ideas, dissociation, and depression pre-, post-, and at 6-week follow-up testing. Trauma and trivial writers were not different. Surprisingly, at follow-up everyone reported less severe PTSD symptoms, impact, and dissociation, and fewer health visits, but about the same suicidal ideation and depression. On PTSD symptoms and impact, the pattern of improvement was different: Those writing about trauma got worse at posttesting, but improved to better than their initial state by follow-up. Those writing about a trivial topic got better by posttesting, and held that position at follow-up. In this project, writing seemed to reduce PTSD symptoms regardless of whether it concerned the trauma or what they ate for lunch.

Adaptation, Psychological↗

PubMed1987

Relation of spelling and writing in learning disabilities.

The paper describes a study in which the relationship between the cognitive and psychomotor aspects of children's spelling and writing performances was investigated. By comparing data from various categories of children the relationship between the semantic and psychomotor functions could be examined, and differences between the skill performances of the three groups of students were predicted. A four-way 3 X 3 X 2 X 2 orthogonal design with categories of subjects, type, structure, and length of task as independent variables was used in the laboratory study, with 24 "normal", 24 dyslexic, and 24 dysgraphic nine-year-old children as subjects. Most of the 16 hypotheses were verified by data identifying some of the spelling and writing characteristics of the three groups of children and the effects of contextual parameters on their performances. Dyslexic children, for example, seemed to write more slowly than the others, and their mean score of spelling errors was the highest one, whereas the dysgraphic children had the lowest mean score in writing accuracy and rhythm.

Child↗

PubMed2001

Writing apprehension and academic procrastination among graduate students.

Academic procrastination has been associated with both fear of failure and task aversiveness. Researchers have reported that most undergraduate and graduate students delay academic tasks. Among the latter, a large proportion report procrastination in writing term papers. Such procrastination may originate from and lead to anxiety about writing so the present purpose was to investigate the relationship between scores on Daly and Miller's 1975 Writing Apprehension Test and on the two dimensions, i.e., fear of failure and task aversiveness, of Solomon and Rothblum's 1984 Procrastination Assessment Scale-Students. Participants were 135 graduate students of varied disciplinary backgrounds. Correlations between writing apprehension and academic procrastination stemmed from fear of failure (29) and task aversiveness (.41). Implications are discussed.

Adult↗

PubMed2003

Writing errors by normal subjects.

Writing is a complex process requiring visual memory, attention, phonological and semantic operations, and motor performance. For that reason, it can easily be disturbed by interfering with attention, memory, by interfering subvocalization, and so on. With 16 female third-year students (23.4 +/- 0.8 yr.) from the University of Trieste, we investigated the production of errors in three experimental conditions (control, articulatory suppression, and tapping). In the articulatory suppression condition, the participants produced significantly more linguistic impairments (such as agrammatism, unrelated substitutions, sentence omissions, and semantically deviant sentences), which are similar to linguistic impairments found in aphasia. On the tapping condition there were more perseverations, deletions, and substitutions of both letters and words. These data suggest that writing is not an automatic skill. Only after many years of experience and practice of processing information (through cortical to subcortical channels) can writing be considered an automatic skill. Limited experimental conditions can disrupt the writing system of normal subjects, probably interfering with the cortical to subcortical loops, and link normality to pathology.

Adult↗

PubMed2006

Eye and pen: A new device for studying reading during writing.

We present a new method for studying reading during writing and the relationships between these two activities. The Eye and Pen device makes a synchronous recording of handwriting and eye movements during written composition. It complements existing online methods by providing a fine-grained description of the visual information fixated during pauses as well as during the actual writing act. This device can contribute to the exploration of several research issues, since it can be used to investigate the role of the text produced so far and the documentary sources displayed in the task environment. The study of the engagement of reading during writing should provide important information about the dynamics of writing processes based on visual information.

Eye Movements↗

PubMed1985

An experience in narrative writing to improve public health practice by students.

The experimental use of the Public Health journal is of value for several reasons. It demonstrates, again, that we may create more positive environments for learning in nursing. We can use techniques from various disciplines in order to get students to use more of their faculties and senses in thinking, problem solving, and communicating. The writing project arose out of the problem students have in assimilating Public Health values, in considering a wider range of alternatives for health care, and in feeling ill at ease with narrative writing and exploration. Since skills in cognition, thought, and writing are interrelated and affect each other, it is appropriate to apply writing methods and examine the outcomes in nursing students' work. The findings support the value of the narrative journal process. Although it does not operate alone in changing student overall response to Public Health in any given semester, it does affect who the students are and what their political-social values are. The students, in general, have been exposed to only traditional, conservative ideas regarding health care delivery and the state's social responsibilities. It is in experimenting with alternative ways to deal with the problems students have in approaching the Public Health model that we further aid them in their struggle to become professional nurse practitioners, who can effectively help people achieve "physical, mental, and social well being," health as defined by the World Health Organization. This is the objective we, as nursing faculty, need to keep before ourselves as a guiding principle at all times.

Education, Nursing, Baccalaureate↗

PubMed1996

Journal writing as a mode of thinking for RN-BSN students: a leveled approach to learning to listen to self and others.

Returning to academe, RNs are conceptualized as adult learners, as gendered authors, and as developing students. For most RNs prior learning has evolved from the rational-technical model from which they have learned to look at the world from a distance, relying on empirical evidence and negating or denying personal knowledge. Carefully constructed assignments in journal writing based on educational and developmental theory can be an effective means to assist RN-BSN students in social, cognitive, and professional development. Journal writing in response to assigned readings and clinical experiences provides a safe environment for RN-BSN students to explore critically the ideas of others, to look seriously at authorial intention and point of argument, and to articulate their own views of the world. Conceptually supported by student development and learning theories of Perry (1970) and Knowles (1984), and qualitative research with women's ways of knowing (Belenky, Clinchy, Goldberger, & Tarule, 1986), a leveled model of journal writing for RN-BSN students is described as a vehicle for the development of writing and thinking critically.

Adult↗

PubMed1996

Writing as a therapeutic modality.

1. Most psychiatric and mental health professionals are experienced with writing in some form as a tool for encouraging patients to express feelings and identify stressors. 2. Narrative writing, or journal writing, can also help patients identify areas of conflict in their lives and to clarify complicated issues. 3. Writing can be used effectively with patients who are reluctant or embarrassed to speak openly in one-on-one interactions.

Adaptation, Psychological↗

PubMed2005

An evidence-based guide to writing grant proposals for clinical research.

The competition for funds to conduct clinical research is intense, and only a minority of grant proposals receive funding. In particular, funding for patient-oriented research lags behind that allocated for basic science research. Grant writing is a skill of fundamental importance to the clinical researcher, and conducting high-quality clinical research requires funds received through successful grant proposals. This article provides recommendations for the grant-writing process for clinical researchers. On the basis of observations from a National Institutes of Health study section, we describe types and sources of grant funds, provide key recommendations regarding the process of grant writing, and highlight the sections of grants that are frequently scrutinized and critiqued. We also provide specific recommendations to help grant writers improve the quality of areas commonly cited as deficient. Application of this systematic approach will make the task more manageable for anyone who writes grants.

Biomedical Research↗

PubMed1998

A writing workshop for the CANNT Journal.

Writing for publication requires special skills and understanding. The aim of this workshop held by the co-editors of the CANNT Journal was to help participants identify the first steps needed to initiate the process of writing for publication. During the workshop, the attendees were invited to join small groups with a facilitator for each group. The individual groups identified what they considered to be their first five steps to writing for publication. This information from each group was shared with all the attendees. At the end of the session, helpful tools to aid potential authors were identified and thoughts on future writing workshops were discussed.

Education, Nursing, Continuing↗

PubMed1998

Writing for publication--Part I: Getting started.

Anyone who has ever been published will tell you that writing is hard work, even for professional authors. Although most students are taught to write during basic educational preparation, writing for publication requires certain skills. This special four-part series focuses on the basis of writing and includes tips to make the process easier.

Humans↗

PubMed1999

From idea to print: writing for a professional journal.

Those who have occasionally thought about writing for a professional journal should be encouraged by the fact that most journal writers are just like journal readers--practitioners and educators with something of value to share with others. There are career-enhancing advantages to journal writing, and there can be a significant amount of personal satisfaction as well. Succeeding at writing and placing a journal article requires: selecting an appropriate topic; knowing the publication and its audience and framing the article in the style they require; working with the journal editor to create an acceptable manuscript, which includes responding positively to the editor's criticisms and suggestions; and observing all submission requirements and deadlines. One who follows this entire process to its positive conclusion will find that journal writing can be an exacting, demanding, frustrating--and immensely satisfying--professional activity.

Career Mobility↗

PubMed2000

Structured writing about stressful events: exploring potential psychological mediators of positive health effects.

In a previous study, the authors found that structured writing about stressful events improved symptomatology in 112 patients with rheumatoid arthritis and asthma relative to patients who did not write (J. Smyth, A. Stone, A. Hurewitz, & A. Kaell, 1999). However, little is currently known about the pathways from the intervention to alterations in outcomes. In addition to measuring symptom outcomes after the intervention in the previous study, the authors monitored perceived stress, quality of sleep, affect, substance use, and medication use on a momentary basis for the 7 days prior to writing, during the 3 intervention days, and for the 14 days following the intervention (N = 105). These variables were tested in a secondary data analysis to determine whether they mediated the effects observed in the J. Smyth, A. Stone, et al. study. No evidence was found supporting mediation, and the mechanism underlying structured writing about stressful events remains unknown.

Adaptation, Psychological↗

PubMedDate not supplied

On writing for publication.

Every action people take has a ripple effect on others. Whether they work at the bench, as a manager, as an educator, or in some other position, laboratorians make a difference in the lives of patients, colleagues, students, and the general public. We need to talk with others about professional issues, inside and outside our profession. One way to connect with others is through writing articles. This article streamlines writing processes for laboratorians (regardless of whether they are experienced writers, writing novices, or have never written anything for publication before) by presenting useful checklists and suggestions that can ease the way to writing for publication.

Guidelines as Topic↗

PubMedDate not supplied

[Mirror writing secondary to left parietal-occipital infarction].

INTRODUCTION: Mirror writing is a rare disorder in which the patient's handwriting is done backwards and a mirror is needed to be able to read it. Although mirror writing presents both spontaneously and pathologically, it is mainly due to cerebrovascular lesions in the dominant hemisphere. CASE REPORT: A right-handed 62-year-old female who, following a left parietal-occipital infarction, evidenced by computerized tomography scanning, developed mirror writing with the left hand associated with mnemonic, gnosic and praxic disorders. The symptoms continued for a year after the episode. CONCLUSIONS: Mirror writing and other associated disorders are a consequence of a dysfunction of the left parietal-occipital lobe and the optic thalamus on the same side.

Cerebral Infarction↗

PubMed2004

An ethnographic study of collaborative clinical trial protocol writing.

Clinical trial protocol documents play an important role in clinical research. However, clinical protocol writing remains a complex and relatively un-studied process. Protocols are often written by teams of people, yet little prior research has captured the problems or analyzed the collaboration support needs of protocol writers. Here we present the results of an initial ethnographic study into the clinical trial protocol writing processes at a representative cooperative clinical trial group funded by National Cancer Institute (NCI). We analyzed the collaborative nature of the writing process, identified common problems, derived information and communication support needs of collaborative clinical protocol writers, and provided recommendations to streamline the process. We believe that this paper contributes useful implications for the design of future collaborative clinical protocol writing tools.

Anthropology, Cultural↗

PubMed2004

How to write an abstract that will be accepted for presentation at a national meeting.

Preparation, submission, and presentation of an abstract are important facets of the research process, which benefit the investigator/author in several ways. Writing an abstract consists primarily of answering the questions, "Why did you start?" "What did you do?" "What did you find?" and "What does it mean?" A few practical steps in preparing to write the abstract can facilitate the process. This article discusses those steps and offers suggestions for writing each of an abstract's components (title, author list, introduction, methods, results, and conclusions); considers the advantages and disadvantages of incorporating a table or figure into the abstract; offers several general writing tips; and provides annotated examples of well-prepared abstracts: one from an original study, one from a method/device evaluation, and one from a case report.

Abstracting and Indexing↗

PubMed2005

Disseminating nursing knowledge--a guide to writing for publication.

The dissemination of research findings and other forms of nursing knowledge is generally accepted as an element of accountability for professional practice. While an increase in nursing research has been apparent in recent times, there seemingly remains a reluctance for nurses to publish the findings of their work. The identified barriers to writing for publication primarily focus on a lack of confidence in the ability to write in this arena, and uncertainty, apprehension and confusion regarding how exactly to go about writing and submitting a manuscript. The primary aim of this paper is to demystify the process of writing for publication by presenting a guide ranging from selecting the journal, to dealing with the reviewers' comments. Although the available literature includes a number of helpful hints, coverage of all of the relevant aspects in one article could not be located. It is intended that this paper will provide a valuable contribution by encouraging nurses to develop their research findings or other scholarly ideas into a manuscript to be submitted for publication.

Information Dissemination↗