Presentation Type
Lightning Talk
Location
Montvale Event Center, Spokane, WA
Start Date
16-10-2018 11:30 AM
End Date
16-10-2018 12:30 PM
Description
In a recent survey of editors of nursing journals a significant increase in the number of student authored papers was reported. Much of the upsurge in submissions coming from students in DNP programs, as degree requirements often include the submission of manuscripts to scholarly nursing journals. Journal editors reported that student authored papers submitted for publication because were often poorly written, overly general, not compliant with the journal’s author guidelines and formatting requirements, and not in concordance with the topic and scope of the journal. There were also reports of poor etiquette and a lack of professional behavior among both students and faculty (Kennedy, Newland, & Owens, 2017).
This presentation reports on a collaboration between the School of Nursing and Health Professions and Gleeson Library at the University of San Francisco (USF) that uses the USF institutional repository to publish those doctoral students’ manuscripts that are written solely to satisfy program requirements. Students retain the educational experience of identifying an appropriate journal for their manuscript, and following author guidelines and formatting requirements. However, instead of submitting their manuscript to a journal, they publish it in the repository. This method of disseminating doctoral student work reduces the workload on journal editors, and offers a platform for voices that would traditionally be excluded from scholarly publishing, including internationally educated nurses whose English language writing skills are still developing, as well as nurses who have been out of academia for an extended period of time but have very advanced clinical skills.
Kennedy, M. S., Newland, J. A., & Owens, J. K. (2017). Findings From the INANE Survey on Student Papers Submitted to Nursing Journals. Journal Of Professional Nursing, 33(3), 175-183. doi:10.1016/j.profnurs.2016.09.001
Recommended Citation
Sharifi, Claire and Loomis, Jo, "Institutional Repositories and Doctor of Nursing Practice Publications" (2018). Pacific Northwest Chapter of MLA Annual Meeting. 8.
https://digitalcommons.providence.org/pncmla/2018/0tuesday/8
Institutional Repositories and Doctor of Nursing Practice Publications
Montvale Event Center, Spokane, WA
In a recent survey of editors of nursing journals a significant increase in the number of student authored papers was reported. Much of the upsurge in submissions coming from students in DNP programs, as degree requirements often include the submission of manuscripts to scholarly nursing journals. Journal editors reported that student authored papers submitted for publication because were often poorly written, overly general, not compliant with the journal’s author guidelines and formatting requirements, and not in concordance with the topic and scope of the journal. There were also reports of poor etiquette and a lack of professional behavior among both students and faculty (Kennedy, Newland, & Owens, 2017).
This presentation reports on a collaboration between the School of Nursing and Health Professions and Gleeson Library at the University of San Francisco (USF) that uses the USF institutional repository to publish those doctoral students’ manuscripts that are written solely to satisfy program requirements. Students retain the educational experience of identifying an appropriate journal for their manuscript, and following author guidelines and formatting requirements. However, instead of submitting their manuscript to a journal, they publish it in the repository. This method of disseminating doctoral student work reduces the workload on journal editors, and offers a platform for voices that would traditionally be excluded from scholarly publishing, including internationally educated nurses whose English language writing skills are still developing, as well as nurses who have been out of academia for an extended period of time but have very advanced clinical skills.
Kennedy, M. S., Newland, J. A., & Owens, J. K. (2017). Findings From the INANE Survey on Student Papers Submitted to Nursing Journals. Journal Of Professional Nursing, 33(3), 175-183. doi:10.1016/j.profnurs.2016.09.001
