Writing forpublication: a guide for those who must

doi:10.1016/S0260-6917(95)80030-1

Nurse Education Today

Volume 15, Issue 2, April 1995, Pages 117-120

https://doi.org/10.1016/S0260-6917(95)80030-1 Get rights and content

Abstract

All nurse educators must write and most must publish. This paper outlines the principles that need to be observed if the nurse educator is to get his or her work into print. The paper offers a summary of the work that needs to be done before manuscript preparation, commentary on preparing the manuscript and a discussion of what must be done after the manuscript has been submitted. The paper concludes with the argument that writing for publication involves the learning of certain basic skills and the observation of certain conventions,

References (5)

Baker J 1987 Copy prep. Blueprint,...
BurnardP.

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Cited by (5)

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This paper details the increasing pressure that exists on academic and clinical staff to publish in the context of personal and professional development. Numerous barriers to writing for publication are considered along with suggested strategies for encouraging staff to work towards publication. Although the paper identifies a wealth of literature describing how to go about writing for publication, it is argued that this is of limited use in the support of individual authors, and that most authors learn academic writing skills through a process of trial and error. The paper is intended to encourage those wanting to write for publication, whilst trying to persuade those with influence on developing academic writing to think more broadly in regards to the support provided and need for research.
Presentation skills workshops for nurses
2002, Nurse Education Today
In the modern NHS, where there is increasing emphasis on evidence-based practice and clinical governance, all healthcare professionals need to be able to present the results of their professional activities. Traditionally, nurses have not been trained to present the results of their work either verbally or in writing. A series of presentation workshops for nurses were held in Scotland. The feedback and presentation activities of participants, in the year following the workshops, are reported here. Immediate verbal feedback indicated that the majority of those attending had enjoyed the workshops. Written feedback over the course of the following year showed that the learning needs of participants had largely been met and that many of those attending had gone on to present their own work. Presentations were both verbal and in writing at a variety of levels, ranging from local reports and presentations to journal articles and papers given at international conferences. Nurses responded well to the very practical, informal and non-threatening environment of the workshop. The development of presentation skills has wider implications for raising awareness of and sharing best practice in nursing care.
Writing ourselves: Creating knowledge in a postmodern world
1997, Nurse Education Today
In an attempt to encourage nurses andacademics to write, there have been some recent journal papers that outline rules and guidelines for successful publication. This paper attepts to tackle the ‘why’ of writing rather than the ‘how’, and argues that writing is more than merely the representation of speech. Rather, writing is a creative act in which knowledge is produced as part of the process of writing itself, and at this level we might talk not merely of writing, but of writing. It is further argued that whereas the verb ‘to write’ always has an object (we write a book or an essay), the verb ‘to write’ is intransitive; it has no object. We do not write a paper, we merely write. We might, of course, choose to publish our writing, but it is done as an afterthought; we write for discovery, not for presentation. The act of writing is then compared to the act of teaching, and it is concluded that in order to teach, we must also write. Finally, this paper is offered as an example of writing (not an exemplar - there are as many ways to write as there are writers), and attempts to pull together material from a variety of sources including sociology, psychology, philosophy and literature as an act of discovery, of creating what I know about writing as I write.
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