Kennedy Maureen Shawn, Newland Jamesetta A, Owens Jacqueline K
Editor-in-chief, The American Journal of Nursing, Wolters Kluwer Health, Lippincott Williams & Wilkins, New York, NY 10001.
Clinical Associate Professor, New York University Rory Meyers College of Nursing, New York, NY 10010; Editor-in-chief, The Nurse Practitioner, Wolters Kluwer Health, Lippincott Williams & Wilkins, Philadelphia, PA 19103.
J Prof Nurs. 2017 May-Jun;33(3):175-183. doi: 10.1016/j.profnurs.2016.09.001. Epub 2016 Sep 23.
Nursing students are often encouraged or required to submit scholarly work for consideration for publication but most manuscripts or course assignment papers do not meet journal standards and consume valuable resources from editors and peer reviewers. The International Academy of Nursing Editors (INANE) is a group of nurse editors and publishers dedicated to promoting best practices in publishing in the nursing literature. In August 2014, editors at INANE's annual meeting voiced frustrations over multiple queries, poorly written student papers, and lack of proper behavior in following through. This article describes the findings of a survey distributed to INANE members to seek feedback about submissions by students. Fifty-three (53) members responded to an online anonymous survey developed by the INANE Student Papers Work Group. Data were analyzed using descriptive statistics for Likert-type questions and content analysis of open-ended questions. Quantitative data revealed that most editors reported problems with student papers across all levels of graduate programs. Six themes emerged from the qualitative data: submissions fail to follow author guidelines; characteristics of student submissions; lack of professional behavior from students; lack of professional behavior from faculty; editor responses to student submissions; and faculty as mentors. These themes formed the basis for recommendations and strategies to improve student scholarly writing. Overall, editors endorsed supporting new scholars in the publication process but faculty engagement was integral to student success.
护理专业学生经常受到鼓励或被要求提交学术作品以供发表，但大多数手稿或课程作业论文不符合期刊标准，还消耗了编辑和同行评审人员的宝贵资源。国际护理编辑学会（INANE）是一群致力于推广护理文献发表最佳实践的护士编辑和出版商。2014年8月，INANE年会上的编辑们对大量询问、学生论文写作不佳以及后续跟进中缺乏适当行为表示不满。本文描述了一项向INANE成员进行的调查结果，以寻求他们对学生投稿的反馈。53名成员回复了由INANE学生论文工作组开展的在线匿名调查。对李克特式问题的数据采用描述性统计进行分析，对开放式问题采用内容分析法进行分析。定量数据显示，大多数编辑报告称，在所有研究生课程级别中，学生论文都存在问题。定性数据中出现了六个主题：投稿未遵循作者指南；学生投稿的特点；学生缺乏专业行为；教师缺乏专业行为；编辑对学生投稿的回复；以及教师作为导师。这些主题构成了改进学生学术写作的建议和策略的基础。总体而言，编辑们认可在发表过程中支持新学者，但教师的参与对学生的成功至关重要。
