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When your manuscript is rejected
Abstract
Anyone who submits a manuscript for peer review is at high risk for experiencing rejection. Dealing with rejection is not easy. Sometimes major revisions, based on the reviewers' comments, can help salvage the manuscript. The only way to avoid rejection is to avoid submitting one's work. Even when rejections are received, one has the satisfaction of at least knowing that an effort was made; remember, some people never get that far. Persistence in trying can eventually help one to become a better writer and, thus, a contributor to the literature of nursing.
... Mentoring is essential for a successful transition into an academic setting. 14,19,25,26 A support system, in the form of a mentor, is a valuable resource in new faculty orientation, and faculty achieve meaningful relationships and positive outcomes from structured mentoring programs. 12,18 Mentoring benefits include reduced turnover; better recruitment; improved employee satisfaction; enhanced clinical, professional, research, and academic development; career advancement; and better nurse educator and student outcomes. ...
Background:
Nursing faculty orientations vary in length, content, and comprehensiveness; this may influence faculty effectiveness and retention.
Purpose:
This review was conducted to identify essential elements for nursing faculty orientation and to develop an orientation checklist and index of mentor-mentee responsibilities.
Methods:
An integrative review was conducted using the Ganong approach. The search generated 48 articles that met the inclusion criteria and were evaluated and interpreted.
Results:
Essential elements for nursing faculty orientation were identified. Both a comprehensive orientation checklist that encompasses academic culture, teaching, scholarship, and service and an index of mentor-mentee responsibilities were created based on the evidence.
Conclusion:
Formal orientation to the academic setting assists nursing faculty through their transition. A comprehensive checklist helps the mentor and mentee to track progress. Addressing the needs of new faculty may result in improved nurse faculty satisfaction, productivity, and retention while producing better student outcomes.
... Mentoring is essential for a successful transition into an academic setting. 14,19,25,26 A support system, in the form of a mentor, is a valuable resource in new faculty orientation, and faculty achieve meaningful relationships and positive outcomes from structured mentoring programs. 12,18 Mentoring benefits include reduced turnover; better recruitment; improved employee satisfaction; enhanced clinical, professional, research, and academic development; career advancement; and better nurse educator and student outcomes. ...
Create an effective nurse faculty orientation program using a mentor/mentee chart and new nurse faculty orientation checklist.
... Rejection in the publication process is worth investigation, since too severe a rejection-or criticism-can cause researchers not only to abandon publication, but to abandon their research or profession altogether (Piercy, Moon and Bischof, 1994). Though exhortations to toughen up are common and often necessary, this does not necessarily occur, even over time (Gay and Edgil, 1989). Writers are often advised to not take the rejection personally, but advisors might not explain how to separate the self from the text. ...
Research activities and research productivity have become very important for institutions of higher education globally. Governments in different countries keep shaping their educational policies, including institutional research and procedures, constantly, which have triggered a series of external changes. These external changes together with some internal ones have made the educational institutions generate new styles of research management. This study has presented major factors negatively affecting scientific research and publications among professorial lecturers from various higher educational institutions in the Philippines. The major factors preventing faculty members from doing research and publications include lack of institutional support, lack of motivation/ lack of interest in writing or research, no solid foundation in research, heavy workload, low institutional prestige, issue in rank and tenure, fear of rejection, poor family background, and lack of mentoring. Thus, more resources must be allocated to provide capability-building training in research and scholarly writing, for de-loading of faculty for them to have more time for research and publication, for more funding for research and publication, and for improved incentives needed for research and publication. More linkages are needed between faculty members, institutions, and industries to make research more relevant to practice.
This article looks at recent descriptions and analyses of the library and information science professional literature, primarily journal publications. Other professional literatures are also reviewed. Finally, a brief analysis of the content of six professional journals for articles published in 1993 is included.
Although instruction in writing for Library and Information Science (LIS) publication is becoming more prevalent, emotions inherent in the publishing cycle are seldom discussed. Through a review of the literature this article investigates how LIS writers can develop their technical skills in publishing scholarly articles, and then looks at managing the emotional component of the process at the writing, submission, revision or rejection, and post-publication stages. LIS literature, as well as literature drawn from psychology, academic writing, and publishing, is consulted. Potential and experienced LIS writers can be reassured that both literature and publishing initiatives are available to help the writer learn to publish, and that associated emotions during the process are not unusual. Being aware of, and dealing with emotions in the publication process, both positive and negative, can be part of the developmental process for writers.
This article looks at recent descriptions and analyses of the library and information science professional literature, primarily journal publications. Other professional literatures are also reviewed. Finally, a brief analysis of the content of six professional journals for articles published in 1993 is included.
The rejection rate by scientific journals may be rather high, sometimes up to 70-90%. On receipt of notification of rejection, one may experience various stages of the Kübler-Ross grief cycle - denial, anger, bargaining, depression and acceptance, with an initial shock and an intermediate 'testing' stage. A paper may be rejected because of several reasons, such as the following: (1) it was submitted to an inappropriate journal, (2) journal format was not followed, (3) reading was not interesting or scientific/clinically sound, (4) topic was not current, (5) research was not novel, (6) low publication priority despite the absence of major flaws, (7) poor En-glish/writing style, (8) poor methods and statistics, (9) unbelievable results that were not properly discussed and (10) 'recycled' paper. Plagiarism is not tolerated. Simultaneous submission to 2 or more journals is not allowed. Outright rejection sometimes occurs in 70-80%; for 10-15%, the editor rejects without sending the paper to reviewers for obvious reasons as mentioned. For the majority, reviewers give feedback that leads to the editor rejecting the paper. On receiving notification of rejection, one should read the feedback and consider its contents prior to rewriting and submitting the paper to another journal (sometimes reviewers may see the same manuscript several times if asked by different editors). An invitation to resubmit 'de novo' occurs in only 1-5% of submissions; it requires substantial revision before resubmission. Being rejected but invited to resubmit a revised version occurs in 5-20% of submissions - it indicates a good chance of acceptance; one should carefully read the feedback and respond/comply with all suggestions. Papers rejected repeatedly may have 'fatal flaws' and are best abandoned.
Sharing ideas in print is a professional responsibility of educators of adults in the information age; a number of strategies can help new writers get their work published.
Myths can serve useful functions for a group or society. The myths related to success in publishing, however, do not seem to serve a useful function, and may operate as barriers or excuses that unnecessarily hinder success in publishing. In this article, some of the common myths associated with publishing in nursing are examined for their validity and for evidence of support for the myth in the literature.
The purposes of this study were to identify factors influencing publication efforts of graduate students in nursing and determine the extent to which graduate students' scholarly activities contribute to the creation and dissemination of knowledge in nursing, as evidenced by publication in a professional journal. Authors of articles in Nursing Research were surveyed to assess their status as graduate students during the conceptualization, development, and publication of nursing research studies. The sample consisted of 633 authors of manuscripts published in Nursing Research from 1987 to 1991. The study design was descriptive. A survey questionnaire elicited data on graduate student status and factors that influenced the initiation and completion of the project. The data were analyzed using descriptive statistical techniques. The results of the study suggest that graduate students in nursing make important contributions to the advancement and dissemination of nursing knowledge. Factors that influence graduate students to engage in the process include academic requirements (e.g., thesis, dissertation, coursework), faculty involvement and support, and the ability to self-select the research topic.
More than 35,700 registered nurses are currently enrolled in an RN to Baccalaureate completion program (I). The demand for these graduates is expected to continue, along with an increased demand for community-based educational programs. Many of these students have significant clinical experience and expertise. Nursing faculty are challenged to develop learning experiences and program outcomes that enhance their professional skills and add to their expertise.
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