Supporting academic publication: Evaluation of a writing course combined with writers' support group

Claire Rickard, Matthew McGrail, Rebecca Jones, Peter O'Meara, Anske Robinson, Mollie Burley, Gillian Ray-Barruel

    Research output: Contribution to journalArticlepeer-review

    52 Citations (Scopus)

    Abstract

    Publication rates are a vital measure of individual and institutional performance, yet many nurse academics publish rarely or not at all. Despite widespread acceptance of the need to increase academic publication rates and the pressure university faculty may experience to fulfil this obligation, little is known about the effectiveness of practical strategies to support academic writing. In this small cohort study (n=8) comprising nurses and other professionals involved in university education, a questionnaire survey was used to evaluate the effectiveness of a one-week ''Writing for Publication' course combined with a monthly writers support group to increase publication rates. Two year pre and post submissions increased from 9 to 33 articles in peer-reviewed journals. Publications (in print) per person increased from a baseline of 0.5'1.2 per year. Participants reported increased writing confidence and greater satisfaction with the publishing process. Peer support and receiving recognition and encouragement from line managers were also cited as incentives to publish. Writing for publication is a skill that can be learned. The evaluated model of a formal writing course, followed by informal monthly group support meetings, can effectively increase publication rates.
    Original languageEnglish
    Pages (from-to)516-521
    Number of pages6
    JournalNurse Education Today
    Volume29
    Issue number5
    DOIs
    Publication statusPublished - 2008

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