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If you have thought about writing for publication, then take the time to read this article! Plastic Surgical Nursing Editor Joyce Black, MSN, RNC, CPSN, will discuss each step of the process, including tips on generating a topic, writing the first draft, editing your work, and submitting to a journal. Advice to authors on submitting to Plastic Surgical Nursing will also be discussed.
If you have thought about writing for publication, then take the time to read this article! Plastic Surgical Nursing Editor Joyce Black, MSN, RNC, CPSN, will discuss each step of the process, including tips on generating a topic, writing the first draft, editing your work, and submitting to a journal. Advice to authors on submitting to Plastic Surgical Nursing will also be discussed.
OBJECTIVE: To improve their academic publication productivity by understanding the process of writing and setting long-run productivity goals. METHODS: We used the thinking and methods of continuous quality improvement and a national survey of associate professors of Family Medicine about their level of productivity at the time of their promotion to Associate Professor. RESULTS: Barriers to writing vary. The process from idea to publication takes well over a year on average. The average number of publications associated with successful promotion in Family Medicine ranges from 10 to 14 with substantial variation. CONCLUSION: Knowing the time until the promotion decision, the expected level of productivity, the death rates of started papers, and the duration of time between start to publication allows one to develop a long-range plan for publication productivity.
The aim of this study was to pilot test a group-writing intervention to decrease negative workplace behaviors. The pilot test demonstrated that cohesive and supportive relationships developed and allowed nurses to talk about important topics. The participants suggested that a writing group would be a forum that could be used by staff development educators to encourage nurses to support each other and develop their voices.
Successful nursing professionals already have what it takes to write for publication, namely, strong oral and written communication skills honed every day in the workplace. Nurses spend much time and effort in training and actual practice refining their rhetorical skills, that is, their ability to communicate ideas clearly and persuasively to a variety of audiences composed of physicians, other nursing professionals, pharmaceutical representatives, patients, and their families. Without a doubt, experienced nurses have what it takes to write for professional publication.
Conventional methods for the teaching of writing and drawing skills among the handicapped are highly teacher-intensive. This paper describes an electronic drawing aid which, after an initial teaching session, may be used by an unsupervised patient to develop his drawing and writing capabilities. A major feature of the system is its flexibility in that its performance may be tailored to the needs of any particular patient, in terms of both the degree of complexity of a required drawing and in the level of ability required by the patient to reach a desired level of attainment.
A substantial amount of radiological and radiation oncological research carried out in Australasia is not published. Therefore, a scientific writing skills training workshop was held in conjunction with the 2004 Royal Australian and New Zealand College of Radiologists Annual Scientific Meeting. Registration for the 3-h-long workshop was open to all conference attendees but numbers were limited. The workshop was led by an experienced facilitator who used content based on a literature review. Participants were asked to complete questionnaires rating their agreement with statements regarding their writing abilities and resources before the workshop. Those who attended the workshop repeated the questionnaire 6-8 weeks afterwards. Comparison of the paired preworkshop and postworkshop responses showed increases in the median category of agreement with statements regarding having the required skills, having advice available and understanding the structure of scientific articles. In addition, all participants reported that they found the workshop useful, said that they would recommend attendance to others and felt that such workshops should be available at future Royal Australian and New Zealand College of Radiologists Annual Scientific Meetings. Half the participants felt that the workshop made it more likely that they would publish. We have shown that even short workshops appear to have benefits and should be encouraged.
Three cases of schizophrenia with ideographic neologisms in Japanese are presented and compared with aphasic neologisms reported in Japanese literature. Schizophrenic neologisms are different from aphasic neologisms in nature. The contrast becomes obvious when both are compared in Japanese writing based on the dual writing system of kanji (Chinese characters, ideogram) and kana (phonetic characters, syllabogram).
Writing was devised by man, and an historical survey shows that is gradually became perfected over 3500 yr towards increasing phonetisation and simplification. It is postulated that this development and the characteristics of the perfected alphabetical scripts indicate a process adaptive to man's linguistic faculties. The exceptional forms of writing, such as Chinese, remained out of reach of the masses of the people. The hypothesis is put forward that the same process might be maladaptive to a minority of children deficient in the requisite linguistic abilities: in a literate society they would suffer from disorders of reading.
Writing to learn is a strategy that can be used to develop competencies of undergraduate students for the practice of community health nursing. It provides an opportunity for students to apply community health theory in a paper that integrates health status indicators, primary prevention, and aggregate-focused nursing interventions. It also develops students' writings abilities and creative approaches to community health nursing practice in a clinically applicable manner, thereby facilitating synthesis of professional principles and practices.
Good writing will not of itself produce a good research grant proposal. Nevertheless, a well-organized, well-written proposal can help you get funded, so it's worth some effort. This article provides guidelines for writing all the standard parts of a proposal.
ISSUES AND PURPOSE: To explore how journal writing promotes and fosters an ongoing dialogue between students and faculty during an acute care pediatric clinical experience. DESIGN AND METHODS: Unstructured, self-report data were collected via students' clinical journal entries and during a focus group interview. Content analysis was used to identified recurrent themes. RESULTS: Two themes were generated: building a bond of trust and saving face. PRACTICE IMPLICATIONS: The findings have implications for preceptors of nursing professionals. Implementing journal writing as a component to teaching-learning in the practice environment provides a means to recognize the affective outcomes of learning, such as increasing self-awareness and professional growth.
One of the best ways a nurse practitioner can make a lasting contribution is through the published word. A nurse writer publishes to inform, instruct, challenge, and inspire. This sharing of ideas is critical for professional growth and visibility. The writing process may appear at first glance to be difficult, yet the tips and techniques described in this article demonstrate that writing is a craft which can be learned. Although the process that results in a final, published manuscript may, at times, appear lengthy, the approach to preparing a manuscript is simple, requiring a modicum of skill and a strong desire to share knowledge.
The aim of this article is to give a brief guide to scientific writing to encourage more clinicians to take the plunge and write up that unusual case or present the results of their experience with a new treatment or surgical technique. Its target audience is the practitioner who wishes to publish clinical material and the young academic, clinical resident or research fellow. Both groups require guidance in the early days of their publishing career.
This study was concerned with the effectiveness of word processing as a written language intervention for primary-age deaf children. Subjects were 14 children in two primary school deaf-unit classes matched in terms of age, gender, and degree of hearing loss. A quasi-experimental design incorporating multiple-group baselines with pre- and post-tests enable all subjects to receive the intervention while maintaining experimental control. Samples of children's written language were collected at the end of each phase in the study. Experienced teachers of deaf children rated five dimensions of the quality of the written language samples, while a speech and language therapist judged other linguistic qualities of the writing. Significant improvements in quality ratings over the course of the study indicated that the word processing intervention had led to improvements in the children's written language skills. These results confirm the effectiveness of word processing as an adjunct to the process writing approach to written language instruction for deaf children.
A block with a hitherto unknown system of writing has been found in the Olmec heartland of Veracruz, Mexico. Stylistic and other dating of the block places it in the early first millennium before the common era, the oldest writing in the New World, with features that firmly assign this pivotal development to the Olmec civilization of Mesoamerica.
Case reports are particularly valuable in specialist clinical areas such as acupuncture to report new adverse events and to suggest possible new hypotheses. They can also be used to report events that have been reported previously but are rare or serious, in order to illustrate their frequency. They may illuminate the wider side of clinical practice by describing personal experiences of one practitioner. Constraints to writing case reports include finding time, working in isolation, and not having enough experience at the task. This article reproduces and develops a set of guidelines that were previously published, in an attempt to help authors to write thorough but succinct reports in a structured manner. The format for case reports includes an abstract, description of the case, literature search, discussion and summary or conclusions. Recommendations are made for the material to be included in each section. The policy of Acupuncture in Medicine is to require patient consent before accepting a report for publication.
BACKGROUND: Busy strokologists often find little time for scientific writing. They sometimes develop a mental condition equivalent to that known by neurologists as writer's cramp. It may result in permanent damage to academic career. This paper provides advice how to prevent or treat this condition. METHODS: Prepare your manuscript following the IMRaD principle (Introduction, Methods, Results, and Discussion), with every part supporting the key message. When writing, be concise. Clearly state your methods here, while data belong to Results. Successful submissions combine quality new data or new thinking with lucid presentation. RESULTS: Provide data that answer the research question. Describe here most important numeric data and statistics, keeping in mind that the shorter you can present them, the better. The scientific community screens abstracts to decide which full text papers to read. Make your point with data, not arguments. CONCLUSIONS: Conclusions have to be based on the present study findings. The time of lengthy and unfounded speculations is over. A simple message in a clearly written manuscript will get noticed and may advance our understanding of stroke.