The Scholarship Circle: an introduction to writing for publication for nursing faculty
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Publisher:Medical Library Association
Citation:Dhakal, K., & Tornwall, J. (2020). The Scholarship Circle: an introduction to writing for publication for nursing faculty. Journal of the Medical Library Association, 108(1), 98-105. https://doi.org/10.5195/jmla.2020.685.
Background: This case report describes a collaborative effort between a health sciences librarian and an instructional designer to create and implement a writing professional development experience called the Scholarship Circle. It was aimed at increasing scholarly productivity by junior and nontenure-track faculty in a college of nursing. Case Presentation: The Scholarship Circle activities were carried out in a synchronous and an asynchronous online environment over ten weeks and included weekly lectures from nurse-scholars, discussions and peer reviews, and writing support from the librarian. The Scholarship Circle designers surveyed participants before and after the course to explore faculty perceptions and conducted a bibliographic analysis to gauge increases in scholarly productivity. Conclusions: While both tenure-track and nontenure-track faculty perceived lack of time as a significant barrier to publication, only nontenure-track faculty perceived lack of writing experience and getting started as significant obstacles. In the two years following the Scholarship Circle, faculty with doctor of philosophy and doctor of education degrees produced the greatest number of scholarly publications, whereas faculty with other degrees demonstrated a modest increase in scholarship. Online writing support programs have the potential to positively impact scholarly productivity for junior and nontenure-track faculty, especially if they emphasize time management for writing, confidence-building strategies, and a flexible format that allows peer review and collaboration as well as participation by seasoned scholars and remote participants. Partnership between health sciences librarians and instructional designers is key to the successful design and implementation of writing support programs.
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