Mentored peer reviewing for PhD faculty and students

Xu, Jiayun; Kim, Kyounghae; Kurtz, Melissa J.; Nolan, Marie T.

doi:10.1016/j.nedt.2015.11.031

Cited by 12 publications

(7 citation statements)

References 4 publications

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“…As an expected skillset of the Ph.D. prepared nurse, the peer review process helps improve scholarship by developing scholarly discourse and improving writing and communication skills, especially among students who are new to academic writing or writing for an audience beyond their native language (Trotter, 2021). However, training in the peer review process is often lacking in formal doctoral education and in the nursing profession generally (Dondio et al, 2019;Freda et al, 2009;Sethares & Morris, 2016;Trotter, 2021;Xu et al, 2016). In this article, I (C.F.)…”

Section: Training Future Nurse Scientistsmentioning

confidence: 99%

“…In collaboration with a reference librarian, we searched for literature on how to integrate the review process into the classroom and found a dearth of information. Three articles were identified that addressed the methodological approaches to incorporating the peer-review process into PhD curriculum (Sethares & Morris, 2016;Tyndall & Powell, 2023;Xu et al, 2016). These articles identified the need to incorporate peer-review training and education into the PhD curriculum.…”

Section: Training Future Nurse Scientistsmentioning

confidence: 99%

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Training Future Nurse Scientists to Become Peer Reviewers

Finlayson,

Banfield,

Robalino

et al. 2024

Practical Implementation of Nursing Science

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Peer reviewers offer expertise to journal editors, who provide feedback with authors for critical review and consideration. This process establishes scientific dialog, which increases the quality and scientific rigor of publications. Training in the peer review process is often lacking in doctoral education and in the nursing profession generally. This article describes a literature review of peer review training for doctoral students and the implementation of peer review training in a nursing PhD program.

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Section: Training Future Nurse Scientistsmentioning

confidence: 99%

Section: Training Future Nurse Scientistsmentioning

confidence: 99%

Training Future Nurse Scientists to Become Peer Reviewers

Finlayson,

Banfield,

Robalino

et al. 2024

Practical Implementation of Nursing Science

View full text Add to dashboard Cite

show abstract

“…For example, if an author scheduled 2 hr per week to produce one page of content per week, he or she would produce enough material for two to three average size manuscripts. A technique that combines both of these habits is participating in a writing group where PhD student peers with or without faculty guidance (Xu, Kim, Kurtz, & Nolan, 2016) hold each other accountable to writing quotas.…”

Section: Robert Topp (University Of San Diego)mentioning

confidence: 99%

Strategies to Build Authorship Competence Among PhD Students

et al. 2016

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Publication in refereed journals is an important responsibility of PhDprepared nurses. Specialized writing skills are crucial for effective professional publication. The capacity to develop and publish articles is best learned during doctoral education. This Western Journal of Nursing Research Editorial Board Special Article addresses multi-dimensional strategies to develop authorship competence among doctoral students. The article outlines structured PhD program experiences to provide the context for students to develop authorship capacity. The authors identify multi-faceted faculty endeavors and student activities that are essential to foster authorship competence. Students who embrace opportunities to acquire authorship qualifications will be well prepared for their post-graduation role as stewards of the nursing discipline.

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“…Lack of time and fear of negative impacts on peers have also been identified as demotivating factors for participating in peer review (Tornwall et al , 2022). To lessen students’ hesitancy of participation, faculty should consider mentoring strategies (Kumar and Aitchison, 2018; Xu et al , 2016), the use of specific guidelines (Sethares and Morris, 2016) and time in class for peer-review activities (Adachi et al , 2018; Tornwall et al , 2022).…”

Section: Introductionmentioning

confidence: 99%

Good critical friends are hard to find: promoting peer review among doctoral students

Tyndall

Powell

2023

SGPE

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Purpose This study aims to examine entry-level PhD students’ experiences with participating in Critical Friends, a peer review protocol, used to support learning the threshold concept of literature review. It also sought to determine if, and how, students used the peer review protocol electively during their first year of doctoral study. Design/methodology/approach The authors used a sequential, QUAL-qual mixed-method design to guide the study. Reflective learning journals, surveys and interviews were collected from three cohorts of PhD students (N = 18). Findings Thematic analysis revealed that giving and receiving writing critique was uncomfortable for these novice peer reviewers and many described emotional disciplining associated with vulnerability. Critical Friends offered a safe space to begin mastery of the literature review and begin transforming new researcher and writer identities. While Critical Friends was a positive experience for students, they struggled implementing the protocol on their own following the course. Practical implications These findings support the need for faculty to embed peer review opportunities in courses during the first year to facilitate role modeling and mentoring. The findings also demonstrate the need to engage students with peer review early in the program to increase comfort, cultivate student resiliency for accepting critical feedback and build capacity for students to learn with and from others. Originality/value This paper advocates for the use of peer review practices early in the doctoral study to promote the development of researcher identity and positioning within the research community.

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Mentored peer reviewing for PhD faculty and students

Cited by 12 publications

References 4 publications

Training Future Nurse Scientists to Become Peer Reviewers

Training Future Nurse Scientists to Become Peer Reviewers

Strategies to Build Authorship Competence Among PhD Students

Good critical friends are hard to find: promoting peer review among doctoral students

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