A curriculum designed to decrease barriers related to scholarly writing by staff nurses.
Demonstrating professional development outcomes, such as scholarly publication, is critical as nurse leaders guide organizations seeking recognition as centers of excellence. However, personal and situational barriers often prevent staff nurses from achieving scholarly publication. This project tested a workshop and mentoring approach to decrease publication barriers with staff nurses in 2 community hospitals. Self-efficacy principles guided the curriculum that resulted in a statistically significant improvement in staff nurse perception of successful scholarly publication endeavors.
Shatzer
Melanie
M
School of Nursing, University of Pittsburgh, Pennsylvania, USA. shatzermb@upmc.edu
Wolf
Gail A
GA
Hravnak
Marilyn
M
Haugh
Amy
A
Kikutu
Julius
J
Hoffmann
Rosemary L
RL
D000328:Adult; D001291:Attitude of Health Personnel; D002322:Career Mobility; D003479:Curriculum; D004509:Education, Nursing, Continuing / Q000458:organization & administration*; D006801:Humans; D008611:Mentors / Q000523:psychology; D008875:Middle Aged; D016294:Models, Nursing; D024802:Nurse's Role / Q000523:psychology; D015399:Nursing Research / Q000193:education*; D009741:Nursing Staff, Hospital / Q000193:education* / Q000523:psychology; D010414:Pennsylvania; D010506:Periodicals as Topic; D011361:Professional Competence; D015397:Program Evaluation; D011643:Publishing / Q000458:organization & administration*; D020377:Self Efficacy; D018709:Statistics, Nonparametric; D014956:Writing