Teaching the Publishing Process to Researchers and Other Potential Authors in a Hospital System

Abstract

Scholarly publishing is usually considered to be the realm of academe, however, hospital employees and community physicians often conduct research and other projects which add valuable information to the published literature. Many hospital staff are interested in publishing and are eager to do so, but the task seems daunting and unfamiliar to them. Librarians at Banner Health facilities in Phoenix, AZ, have initiated the teaching of a class on the mechanics of scholarly publishing, which has been well received by a wide range of staff at the various Banner hospitals in the area. This teaching role establishes the

Research education and training for nurses and allied health professionals: a systematic scoping review

“…Research education programs were delivered in several different formats and over different types of durations. Some were delivered as standalone single study days, workshops or sessions [29][30][31][32][33][34], and others as a series of several short sessions or workshops [35][36][37][38][39][40][41][42][43][44][45]. The majority of papers described integrated research education courses of either a short duration, (i.e., one Fig.…”

“…Programs almost always included a didactic element (e.g., lectures, seminars), delivered by an experienced academic or clinician-researcher (researcher with a primary healthcare qualification; [95]) or an individual with content expertise (e.g., biostatistician [48], librarian [33,57,66], ethics committee member [57] or data manager [42]). Most of the programs were multifaceted and included a mix of didactic teaching as well as either group discussion, online teaching (e.g., teleconferences or modules), or the practical application of theoretical principles between education sessions.…”

“…These programs included content related to research methods, data collection and analysis techniques, protocol development and ethics application [31,35,37,39,42,43,48,49,52,53,57,59,63,64,67,68,73,[77][78][79][80][81][82][83][84][85][90][91][92]. Seven programs were orientated toward developing participants' skills for research dissemination, typically writing for publication [9,32,33,47,51,74] or preparing research posters and seminars [88]. It was assumed that the participants in the programs concerned with writing for publication had already undertaken a research activity and needed further education and support to formally disseminate their findings.…”

“…Such approaches promote socialisation and require learners to collaborate as a group to solve problems, complete tasks, or understand new concepts. Collaborative approaches utilised included journal clubs [38,50,54,69,70,87], writing groups [32,51], classroom discussions [33,36,72,76,80,94], interactive group workshops or activities [29,31,46,47,56,75,82,84,86,93], and development of team research projects [78,79]. These approaches were often reported to enhance cultural support with participants networking, sharing resources, and celebrating successes together.…”

Publish, not Perish: Supporting Graduate Students as Aspiring Authors

“…For example, at the University of Kansas, librarians partnered with national programs such as "Preparing Future Faculty" and "Responsible Conduct of Research" to expose participants to issues of management and stewardship of intellectual property, alternative mechanisms for the dissemination of scholarly work, peer review, and preservation of digital media (Fyffe and Walter, 2005). Doyle and Harvey (2005) reported on the creation of a scholarly publishing course for a magnet hospital system, and Knievel (2008) described an online tutorial designed by librarians at the University of Colorado at Boulder to help graduate students and junior faculty understand the publishing process.…”