Empowering Academic Writers: The Role of a Writing Retreat and Social Cognitive Theory

IF 3.8 4区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

American Journal of Pharmaceutical Education Pub Date : 2025-03-18 DOI:10.1016/j.ajpe.2025.101396

Kelsey D. Frederick , Suzanne Larson , Kate Newman , Janet Cooley

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引用次数: 0

Abstract

Objective

The objective of this study was to explore faculty perceptions and experiences of a newly developed writing retreat designed to boost scholarly productivity.

Methods

An immersive scholarly writing retreat was designed and implemented in January 2023 among 4 female pharmacy faculty from different institutions. In addition to daily scholarly writing, reflective journaling was completed during and 4 to 6 weeks after the retreat. Written reflections underwent qualitative analysis via initial exploratory inductive thematic analysis and subsequent deductive thematic analysis based on Social Cognitive Theory (SCT) to capture and represent themes.

Results

Eight journals were analyzed, 1 per participant during and postretreat. Participants reported positive emotions and productivity during the retreat with sustained benefits. Four themes were identified, including The Role of Emotions in Writing, The Impact of Mindset on Writing, The Exploration of New Writing Strategies, and The Power of Social Connection. These themes aligned with SCT, emphasizing cognitive, behavioral, and environmental factors that determine motivation, learning, and action.

Conclusion

This article describes a faculty writing retreat and the role of cognitive, behavioral, and environmental factors that influence scholarly productivity. Aligned with principles of SCT, the retreat was shown to facilitate effective writing habits, associate positive emotions with writing, minimize writing resistance, build positive social connections, and increase sustainable scholarly productivity. This information provides a scalable framework for other faculty members to optimize and enhance their scholarly endeavors.

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来源期刊

American Journal of Pharmaceutical Education 医学-学科教育

CiteScore

4.30

自引率

15.20%

发文量

114

期刊介绍： The Journal accepts unsolicited manuscripts that have not been published and are not under consideration for publication elsewhere. The Journal only considers material related to pharmaceutical education for publication. Authors must prepare manuscripts to conform to the Journal style (Author Instructions). All manuscripts are subject to peer review and approval by the editor prior to acceptance for publication. Reviewers are assigned by the editor with the advice of the editorial board as needed. Manuscripts are submitted and processed online (Submit a Manuscript) using Editorial Manager, an online manuscript tracking system that facilitates communication between the editorial office, editor, associate editors, reviewers, and authors. After a manuscript is accepted, it is scheduled for publication in an upcoming issue of the Journal. All manuscripts are formatted and copyedited, and returned to the author for review and approval of the changes. Approximately 2 weeks prior to publication, the author receives an electronic proof of the article for final review and approval. Authors are not assessed page charges for publication.