Something to Say: Writing for Publication

Authors

  • Sandra Hirst Faculty of Nursing, University of Calgary
  • Cheryl Jeffs University of Calgary
  • Britney Paris University of Calgary
  • Mayi Arcellana-Panlilio
  • Anne Charles Conestoga College Institute of Technology and Advanced Learning
  • Laurie Hill St. Mary's University
  • Brianna Hilman

DOI:

https://doi.org/10.11575/pplt.v3i1.53137

Keywords:

writing, publication, manuscript

Abstract

Publication, if successful, is exhilarating! Aspiring academic scholars recognize the contribution that peer-reviewed publications make to their careers. It identifies their engagement with their discipline. For students, the benefits of publishing a paper include bolstering their levels of confidence and knowledge and demonstrating to them how they can contribute to their chosen profession. However, inexperience can cause trepidations of the unknown or negative emotions when the writing and publication process goes amiss (Devitt, Coad, & Hardicre, 2007; Rew, 2012). Described in this paper is the background, structure, and limitations of a writing workshop the authors initiated during a recent conference. The purpose of the workshop was to aid both academic colleagues and students in publishing articles in peer-reviewed journals. Participants shared their experiences of writing and identified challenges with the writing for publication process. Finally, strategies that could help participants successfully meet their publications goals were identified

Author Biography

Sandra Hirst, Faculty of Nursing, University of Calgary

Dr Sandra Hirst is an Associate Professor in the Faculty of Nursing at the University of Calgary. Sandra is widely known in the field of gerontology as an educator, clinician, and researcher. She has been a consultant for HRSDC, Health Canada, and Alberta Justice. Her research interests are wide-ranging: including gerontological education, long-term care, person-centred dementia care, and disaster and emergency preparedness. Sandra’s current areas of research and related scholarship focus on healthy aging, related challenges to quality of life, and the experiences of older adults. She has received three teaching awards, including one from the Government of Alberta. She is a reviewer for a number of peer -reviewed publications. In 2015, her latest book Nursing for Wellness in Older Adults was published by Wolters Kluwer. 

References

Brandon, C., Jamadar, D., Girish, G., Dong, Q., Morag, Y., & Mullan, P. (2015). Peer support of a faculty “writers' circle” increases confidence and productivity in generating scholarship. Academic Radiology, 22, 534-538. https://doi.org/10.1016/j.acra.2014.12.006

Chyun, D. A., & Henly, S. J. (2016). New scholars writing for publication. Retrieved from http://wkauthorservices.editage.com/resources/files/AuthorNewsletter_0816_Editage.pdf

Council of Science Editors. (-). Authorship and Authorship Responsibilities Retrieved May 4th, 2018 from https://www.councilscienceeditors.org/resource-library/editorial-policies/white-paper-on-publication-ethics/2-2-authorship-and-authorship-responsibilities/

Devitt, P., Coad, J., & Hardicre, J. (2007). Ten steps to convert your assignment into a journal article. British Journal of Nursing, 16, 362-363.

Gibbs, A. (2016). Improving publication: advice for busy higher education academics. International Journal for Academic Development, 21, 255-258. doi:10.1080/1360144X.2015.1128436

Kent, A., Berry, D. M., Budds, K., Skipper, Y., & Williams, H. L. (2017). Promoting writing amongst peers: Establishing a community of writing practice for early career academics. Higher Education Research & Development, 36, 1194-1207. https://doi.org/10.1080/07294360.2017.1300141

Mayrath, M. C. (2008). Attributions of productive authors in educational psychology journals. Educational Psychology Review, 20(1), 41-56. doi:10.1007/s10648-007-9059-y

McAllister, M., Mosel Williams, L., Gamble, T., Malko-Nyhan, K., & Jones, C. M. (2011). Steps towards empowerment: An examination of colleges, health services and universities. Contemporary Nurse, 38(1-2), 6-17. doi.org/10.5172/conu.2011.38.1-2.6

Peh, W.C.G., & Ng, K.H. (2009). Role of the manuscript reviewer. Singapore Med J, 50(10), 931-934.

Rew, L. (2012). From course assignment paper to publishable manuscript. Journal of Holistic Nursing, 30, 270-276. https://doi.org/10.1177/0898010112453328

Sikes, P. (2009). Will the real author come forward? Questions of ethics, plagiarism, theft and

collusion in academic research writing. International Journal of Research & Method in Education, 32(1), 13-24. https://doi.org/10.1080/17437270902749247

Wenger, E., Trayner, B., & de Laat, M. (2011). Promoting and assessing value creation in communities and networks: A conceptual framework. Heerlen, The Netherlands: Ruud de Moor Centrum, Open University of the Netherlands. Retrieved from https://wenger-trayner.com/resources/publications/evaluation-framework/

Downloads

Additional Files

Published

2019-04-04

Issue

Vol. 3 (2019): Students as Creators, Drivers, Innovators and Collaborators

Section

Conference Theme: Students as Creators

License

Authors who publish with this journal agree to the following:

Authors retain copyright and, from 2021 onwards,  grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC-BY-NC) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Before 2021, a CC BY-NC-ND license applied to all articles.