Writing a manuscript for publication: An action research study with allied health practitioners

Abstract

Introduction: Writing a manuscript for publication is a challenge for those health practitioners whose primary role is to provide clinical services. The aim of this study was to increase the capacity of allied health practitioners who are employed in a clinical setting to submit manuscripts for publication in peer-reviewed journals.Methods: An action research study design was used to develop a “Writing for Publication” program for nine allied health practitioners who had not previously published a manuscript as lead author. Between May and November 2018, at a regional public hospital service, three 90-minute writing workshops were offered, which included manuscript plan and preparation guide, academic writing instruction, peer review and mentoring by experienced researchers. Data were collected using participant pre- and post-program surveys, post-workshop focus groups and facilitator reflections.Results: All participants reported that their writing skills had improved. Enablers to completing a manuscript for publication included structured preparation, mentoring, training in academic writing skills, protected writing time and external accountability. Challenges included not knowing where or how to start, competing priorities and distractions within and outside of work hours, inadequate academic writing skills and loss of momentum. Two participants submitted their manuscripts for publication by the end of the study and a further manuscript was submitted by the time of writing.Conclusions: Strategies to ensure publication of allied health practitioner research findings need to be integrated into project planning and monitoring processes embedded within a well-supported health service-wide research culture.

Research training incorporating education and mentoring for rural and regional allied health professionals: An evaluation study

“…In their evaluation of a rurally based novice researcher training program, Duncanson et al 40 found that the peer support and peer learning elements of their training program were highly valued and contributed to participants' increased confidence and motivation to continue to engage in research activity. Other authors have reported on the benefits of peer learning and support featured in novice researcher training programs 42–44 …”

“…Other authors have reported on the benefits of peer learning and support featured in novice researcher training programs. [42][43][44] Nonetheless, organisational factors seemed to supersede the practical nature of the training with respect to influencing the outcomes and impacts of the training. This was evident in both the positive and negative sense.…”

Facilitating health professional education research development; an action research approach

“…In response to ongoing learner feedback and through peer teaching, we found we needed to develop our teaching approach for HPE research development. 29 This was particularly important when considering the context of these HPE research novices in a busy healthcare setting. 7 Through action research and peer collaboration, 5 we overcame challenges and modified our teaching beliefs and practices.…”

“…11 We will continue to collaboratively improve the course, working with the opportunities and limitations of healthcare workplaces, including competing priorities and distractions, which affect momentum. 29 Through continuing use of the cyclical action research methodology, 14 we will continue to evaluate redevelopments to the course and its impact, including the tracking of new HPE research projects initiated as a result of course participation.…”

Editorial Vol 22.1

“…Through collaboration and discussion with colleagues, educators can solve problems in their teaching and, by so doing, develop their teaching beliefs and practices (Beijaard & De Vries, 1997). Collaborative research practice, such as action research, can also facilitate professional development (Harvey et al, 2020).…”