Developing scholarship in nursing - Steps within a strategy

Department of Nursing, University of Wollongong, Australia.
Journal of Nursing Management (Impact Factor: 1.5). 06/2002; 10(3):177-81. DOI: 10.1046/j.1365-2834.2002.00326.x
Source: PubMed


This paper seeks to share with the reader some of the mechanisms currently being used to generate scholarship in academic nursing, both at the institutional and individual levels. It then goes on to explore other ways in which educational managers might encourage scholarly activity. Finally, it presents the crystallization of ideas generated during discussions conducted with lecturers focusing on their selection of a workable path towards a future of scholarship, for them as an academic. It is intended as food for thought for managers of educational programmes and individual nurse academics as they scan the horizons of the future in an attempt to make the 'best' decisions for the profession of nursing and individuals within it.

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    • "A range of communication mediums were used including social media, such as Facebook and Twitter. The APEDNN had previously identified their members' key disaster management research learning needs as a key precursor to capacity building (Crookes and Bradshaw, 2002). This was used to guide the development of the course. "
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    ABSTRACT: Nurses are often first line responders in a large scale emergency or disaster. This paper reports an evaluative study of a tailored research capacity building course for nurse delegates from the Asia Pacific Emergency and Disaster Nursing Network (APEDNN). Twenty-three participant delegates from 19 countries attended a three-week course that included learning and teaching about the critique and conduct of research. An outcome of the course was the collaborative design of a study now being implemented in a number of countries with the aim of investigating nurses’ preparedness for disaster response. Formal mentoring relationships have also been established between more and less experienced peers and facilitators to provide support in implementing this collaborative study. Overall, participant delegates rated the planning, implementation and content of the course highly. Recommendations from this study include funding a mix of face-to-face and distance mentoring and writing for publication workshops to ensure the sustainability of outcomes from a research capacity building course such as the one described.
    No preview · Article · Jan 2014 · Nurse education in practice
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    • "Robinson, Watson, and Webb (2002) suggest that this change does not need to take the form of a revolution but should be more in the form of an evolution of what nurse educators are already doing. Thus, it is suggested that if the relevant mechanisms are developed, then the existing roles of lecturers will evolve into becoming scholarly ones (Barton, 1998; Crookes & Bradshaw, 2002; Wilson-Barnett, 1997). Therefore, the intent of this article is to demonstrate the process of developing a scholarly forum within a department of nursing in a UK university. "
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    ABSTRACT: The rapid move of nursing in the UK into the university sector in the early 1990s has not only opened up a set of new possibilities for nurse educators but also created a set of new challenges. One such challenge is to transform the teaching cultures of these new departments into a scholastic culture. This article, using Lewin's framework of change along with theories of cultural change, demonstrates the creation of a scholarly forum that would facilitate the creation of a scholarly culture.
    Full-text · Article · Apr 2007 · Teaching and Learning in Nursing
    • "Both Nelms (2004) and Taylor et al. (2004) are quick to point out that writing for publication is important for the career development of nurses and midwives. Crookes and Bradshaw (2002) have also stated that, within both Australasia and the UK, hallmarks of professional individual development and success are underpinned by the ability to conduct and publish research. The reality, though, is that those who do complete higher degrees often breathe a 'sigh of relief ' and equate completion of their degree with closure. "

    No preview · Chapter · Jan 2007
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