Elizabeth A. Gazza’s research while affiliated with University of North Carolina at Charlotte and other places

AIM The aim of this study was to uncover what it is like to be a novice peer reviewer for journals that publish articles that can influence nursing education and/or practice. BACKGROUND Comprehensive and effective approaches to reviewer development, based on reviewer experience, were not reported in the literature. METHOD The study followed a hermeneutic phenomenological approach. Data were collected via personal interviews and a demographic questionnaire. RESULTS Eleven novice reviewers, who had reviewed no more than five journal manuscripts, participated in the study. Thematic analysis uncovered five themes: sitting at the grown-up’s table, building and using the toolbox, putting in the human factor, assuming this is what you’re looking for, and appreciating the experience. CONCLUSION This study is the first to uncover the experience of being a novice journal peer reviewer. Findings can inform the creation of comprehensive development programs to support new and continuing journal peer reviewers.

Aim: The aim of this study was to explore registered nurse (RN)-to-bachelor of science in nursing (BSN) students' intent to pursue a faculty role. Background: The nursing faculty shortage is predicted to worsen as faculty reach retirement age. The shortage affects enrollment into nursing programs because of lack of qualified faculty. Increasing the number of faculty available is critical to maintain nurses needed to care for citizens. Method: Using a qualitative descriptive approach, RN-to-BSN students were asked about their intent to become faculty later in their career. Results: Eight RNs pursuing their BSN were interviewed. Five themes emerged from interviews: modeling the role, positive and negative; planting the seed; perceiving rather than knowing; seeing the light bulb go on; and weighing the pros and cons. Conclusion: Nursing faculty can influence RN-to-BSN students' intent to become faculty and can attract students to the role by conveying enthusiasm, being collegial, and maintaining clinical relevance.

Aim: This scoping review examined development strategies for preparing reviewers to critically appraise the content of manuscripts submitted to peer-reviewed journals. Background: The journal peer review process is the crux of building the science of nursing education to inform teaching and learning. Method: Using the Joanna Briggs Institute procedure for scoping reviews, five databases were searched for articles published in English in peer-reviewed health sciences journals between 2012 and 2022 that included strategies for developing journal peer reviewers. Results: Of the 44 articles included in the review, a majority were commentaries (52%) published by medicine (61%), followed by nursing (9%) and multidisciplinary journals (9%). Reviewer development strategies aligned with three themes: pedagogical approaches, resources, and personal practices. Conclusion: Although multiple disciplines addressed peer reviewer development, a comprehensive and effective approach was not reported in the reviewed literature. The findings can inform a multilevel reviewer development program led by academic nurse educators.

Aim: The aim of this study was to uncover the experience of being a full-time academic nurse educator (ANE) in a baccalaureate or higher degree nursing program during the COVID-19 pandemic. Background: In 2020, ANEs who were teaching in clinical and classroom settings, conducting in-person research, and engaging in service were suddenly required to work under new COVID-19-induced conditions. Method: A hermeneutic phenomenological approach was used for the study. Personal interviews and a demographic questionnaire were utilized to collect data. Results: Fourteen ANEs participated. Five themes were uncovered through data analysis: riding a rollercoaster, figuring it out, giving and getting help, seeing silver linings, and feeling loss. Conclusion: This study uncovered the experience of being an ANE during the pandemic. The findings inform strategies to enhance working conditions for current and future ANEs during the remainder of the pandemic and in post-COVID-19 nursing education.

Nursing students in an online degree completion program experienced challenges using a video platform to complete a two-part applied learning assignment in a learning management system. This article describes an interdisciplinary approach to selecting the video platform that required the least technical support for students and therefore was most likely to keep their focus on learning. An interdisciplinary team consisting of a nurse faculty member, technology applications specialist, instructional designer, and learning management system administrator collaborated to redesign the assignment and evaluate three video platforms. For part 1 of the video-based assignment, 97% (n = 106) of the students successfully submitted a video using one of the three platforms. Less than one-quarter (23%) required additional support beyond detailed instructions. Due to limitations, only students using one of the three platforms were able to view classmates' recordings and complete part 2 of the assignment. Although one platform was the most supportive for students, it was less helpful for faculty due to integration issues. Findings indicate that an interdisciplinary approach can lead to the selection of a video platform that supports the pedagogy and minimize support needs to students. Faculty teaching online can use this approach when integrating media and other technology into their online classrooms.

Background Nursing faculty are expected to disseminate scholarly work through publications, yet little is known about how faculty develop as scholarly writers. Purpose This manuscript discusses a hermeneutic phenomenological research study that uncovered the experience of nursing faculty developing as scholarly writers. Methods Audiotaped personal interviews were conducted with 12 nursing faculty to understand the lived experience of nursing faculty developing as scholarly writers. A 5-step data analysis process consistent with phenomenology was used to identify common themes. Results Findings revealed five themes: pulling everything together, steering me in the direction, using feedback to grow, squeezing it in, and staying on task. Conclusion This study offers educators insight into the experience of faculty developing as scholarly writers and leads to recommendations for approaches that may be useful in writing development.

Background: Doctoral nursing students struggle with scholarly writing. While writing improvement strategies have been shared, few studies have used student self-assessment of evidenced-based knowledge, skills, and attitudes (KSAs) to aid with writing development. Objective: This study evaluated doctoral student self-assessment of the KSAs specific to writing at each level of nursing education and explored the association of student demographics with self-assessment results. Methods: A national sample of doctoral students completed an electronic, 35-item self-assessment. Results: Self-assessment revealed the majority of KSAs expected at the BSN, MSN, and doctoral level were being used by Doctor of Nursing Practice (DNP) students. One doctoral level KSA did not meet the benchmark for DNP students. A positive association was noted between DNP students' self-assessment and age. Conclusions: Doctoral students reported using many of the KSAs for writing expected at each level of nursing education. Most student demographics did not appear to influence writing development. Implications for nursing: Self-assessment was an effective way to assess student writing development. Items not meeting the performance benchmark may illuminate the need for further writing development. Faculty recommendations for using self-assessment and facilitating writing development are offered.

Background: A nursing faculty shortage means fewer nurses, exacerbating nursing shortages. Purpose: The purpose was to determine RN-to-BSN students' intent for a future nurse faculty role. A secondary purpose was to evaluate differences between students who indicated high and low intent to pursue a faculty role. Methods: The study was multisite and multimethod using 5 instruments. Results: Of 137 RN-to-BSN students who completed the online survey, 20% indicated they intended to pursue a future faculty role. Students with high intent to pursue a faculty role reported higher self-efficacy and interests in faculty activities. Only 6 of the high-intent students had been encouraged to pursue a future faculty role. Conclusions: RN-to-BSN students may be receptive to encouragement to consider a nursing faculty role in the future.

Background: With the proliferation of online courses in nursing education and professional staff development, future nurse educators must be prepared to teach online. The purpose of this article is to present an educational innovation created and evaluated to prepare future nurse educators to develop, design, and deliver an online learning module for distance education. Method: A combination of instructional scaffolding and applied learning was used to teach nurse educator students how to facilitate learning in an online module. Results: Analyses of student assignment scores, student reflections, and faculty observations demonstrated the instructional strategies were effective to prepare students to develop, design, and deliver education online. Conclusion: Instructional scaffolding and applied learning enhances student engagement and effectively prepares nurse educator students to teach online. The strategies are easily adaptable to diverse academic and professional development settings and various learning management systems. [J Nurs Educ. 2019;58(8):488-491.].