Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, OH 44106, USA.
J Nurs Educ. 2013 Jul;52(7):371-5. doi: 10.3928/01484834-20130529-03. Epub 2013 May 29.
Publication is a common expectation for both faculty and graduate students in schools of nursing. Little is known about the perceptions of students and faculty regarding what supports or interferes with students' success in writing for publication. Perceptions of supports and barriers to writing for publication and the differences in perceptions between graduate nursing students and faculty were examined. A descriptive comparative design was used to sample master's (n = 62), Doctor of Nursing Practice (n = 66), and Doctor of Philosophy (n = 7) students and graduate faculty (n = 35) using two investigator-developed surveys. Students (71.1%) and faculty (57.6%) identified working with faculty and mentors as the greatest support. Students' primary barrier was finding time (64.5%). Faculty identified not knowing how to get started (63.6%) as the students' greatest barrier. Findings support that mentoring and finding sufficient time for writing are priorities for the development of a plan to support students in writing for publication.
发表文章是护理学院的教师和研究生的普遍期望。然而，对于学生和教师在支持或阻碍学生成功发表文章方面的看法，我们知之甚少。本研究旨在探讨学生和教师对发表文章的支持和障碍的看法，以及研究生护理学生和教师之间的看法差异。采用描述性比较设计，使用两个研究者开发的调查工具，对硕士（n=62）、护理实践博士（n=66）和哲学博士（n=7）学生和研究生教师（n=35）进行抽样。学生（71.1%）和教师（57.6%）认为与教师和导师合作是最大的支持。学生的主要障碍是时间不足（64.5%）。教师认为学生最大的障碍是不知道如何开始（63.6%）。研究结果支持，指导和为写作寻找足够的时间是支持学生发表文章计划的重点。
