Deborah D Brabham, Kerin A Da Cruz, Jennifer Nitschmann, Cynthia Parks, Aftan Novak, Marie Guillaume, Kimberly Purtill
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Abstract
Background: Nurse leaders at a Magnet®-designated, high-volume, Level I trauma teaching hospital demonstrate a commitment to advancing new knowledge, innovations, and improvements in nursing practice. Despite these contributions, their work seldom gains recognition through scholarly publication.
Method: A pilot study using a pretest/posttest descriptive design was conducted to evaluate nurse leaders' perceptions of and confidence in the scholarly publication process after an educational intervention consisting of an interactive presentation.
Results: A total of 39 nurse leaders completed the presurvey to assess baseline familiarity, understanding, and confidence, and 24 completed the postsurvey after the intervention. Familiarity with the publication process increased from 18% to 67% (p < .001), and understanding improved from 41% to 80% (p = .007). Comfort with team writing also increased, from 59% to 88% (p = .0346). Mentorship and checklists were the most frequently selected support resources.
Conclusion: Targeted educational interventions can empower and inspire nurse leaders to engage in scholarly publishing by enhancing confidence and understanding of the process. Sustained initiatives, such as mentorship and structured resources, are vital for cultivating a culture of nursing scholarship.
期刊介绍：
The Journal of Continuing Education in Nursing is a monthly peer-reviewed journal publishing original articles on continuing nursing education that are directed toward continuing education and staff development professionals, nurse administrators, and nurse educators in all health care settings, for over 50 years.
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