{"title":"Empty systematic reviews: Identifying gaps in knowledge or a waste of time and effort?","authors":"Richard Gray","doi":"10.1111/nae2.23","DOIUrl":"https://doi.org/10.1111/nae2.23","url":null,"abstract":"","PeriodicalId":77290,"journal":{"name":"Nurse author & editor","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/nae2.23","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48423922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Letters to the editor (LTE) offer journal readers the opportunity to engage in continued scholarly dialogue in response to a published article. A previous discussion on this topic considered steps to write a letter and tips for success targeted to letter writers. In this article, our focus is on letter related tasks for journal editors. We will offer process guidelines for editors to consider for letter submissions and thoughts about several potential pitfalls, such as the effect on journal impact factor; possible con ict of interest or bias; and concerns about factual accuracy.
{"title":"Letters to the editor: Processes and pitfalls","authors":"Jacqueline K. Owens, Vickie Thaw","doi":"10.1111/nae2.22","DOIUrl":"https://doi.org/10.1111/nae2.22","url":null,"abstract":"Letters to the editor (LTE) offer journal readers the opportunity to engage in continued scholarly dialogue in response to a published article. A previous discussion on this topic considered steps to write a letter and tips for success targeted to letter writers. In this article, our focus is on letter related tasks for journal editors. We will offer process guidelines for editors to consider for letter submissions and thoughts about several potential pitfalls, such as the effect on journal impact factor; possible con ict of interest or bias; and concerns about factual accuracy.","PeriodicalId":77290,"journal":{"name":"Nurse author & editor","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/nae2.22","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46411344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When I was in fourth or fifth grade, my favorite book was Cheaper by the Dozen, the semi‐autobiographical novel by two of the dozen children raised by their efficiency expert parents. The authors tell hilarious tales of being raised in a household that served as a sort of laboratory to test their parent's educational and efficiency ideas. Of course, the stories must have entertained me, but their ideas of efficiency made a major impression on my young brain. As a result, to this day I will eagerly turn my attention to any method, device, or app that promises to help me do a job better. Let us admit it—we all wish we had more hours in a day, but we don't! The fact remains that in this day of amazing digital resources that are designed to help us save and manage time more efficiently, we still need to learn how to use them. Following on the previous two articles in this series you need to consider your personal “return on time investment” (ROTI) to decide if any of the myriad productivity tools that are on the market are going to work for you. While many of these programs are intuitive—a digital calendar looks like a paper calendar, for example—they all have quirks and a learning curve. So the question remains: what is the ROTI and is it worth your time and energy to learn to use one or more of these applications? The sections that follow describe three categories of productivity apps (with specific examples) to consider. You may want to refer back to the decision‐making algorithm presented in Return on Time Investment: Research Resources to help you think through the pros and cons and why you might, or might not, consider adopting one or more of these for your writing and scholarly life.
{"title":"Return on time investment: Productivity resources","authors":"P. Chinn","doi":"10.1111/NAE2.19","DOIUrl":"https://doi.org/10.1111/NAE2.19","url":null,"abstract":"When I was in fourth or fifth grade, my favorite book was Cheaper by the Dozen, the semi‐autobiographical novel by two of the dozen children raised by their efficiency expert parents. The authors tell hilarious tales of being raised in a household that served as a sort of laboratory to test their parent's educational and efficiency ideas. Of course, the stories must have entertained me, but their ideas of efficiency made a major impression on my young brain. As a result, to this day I will eagerly turn my attention to any method, device, or app that promises to help me do a job better. Let us admit it—we all wish we had more hours in a day, but we don't! The fact remains that in this day of amazing digital resources that are designed to help us save and manage time more efficiently, we still need to learn how to use them. Following on the previous two articles in this series you need to consider your personal “return on time investment” (ROTI) to decide if any of the myriad productivity tools that are on the market are going to work for you. While many of these programs are intuitive—a digital calendar looks like a paper calendar, for example—they all have quirks and a learning curve. So the question remains: what is the ROTI and is it worth your time and energy to learn to use one or more of these applications? The sections that follow describe three categories of productivity apps (with specific examples) to consider. You may want to refer back to the decision‐making algorithm presented in Return on Time Investment: Research Resources to help you think through the pros and cons and why you might, or might not, consider adopting one or more of these for your writing and scholarly life.","PeriodicalId":77290,"journal":{"name":"Nurse author & editor","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/NAE2.19","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49108278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In an earlier article, the concept of “return on time investment” was introduced (ROTI) to consider the time it takes to learn and use a software program or application, balanced against the hours saved for your work or project. For people in academia, or those who anticipate a career that will involve writing on a regular basis, having a strong knowledge of a word processing program and a citation manager is essential. These programs have a high ROTI—that is, it is worth the time investment to learn to use them well, as they will save you many hours of effort in the long run. What if your career will involve active engagement in research activities? Or perhaps you are a student, embarking on a PhD dissertation or DNP capstone project. These types of projects usually involve data‐related activities—typically data collection, management, and analysis. There are myriad applications for each of these tasks. Sorting out the pros and cons of each—and balancing that against cost and ROTI—can be overwhelming. In this article, we will provide a framework that can be used as a starting point for thinking through some of these issues. Note that a comprehensive review of the various applications available is beyond the scope of this article. Our goal, instead, is to give some representative examples and provide criteria that you can use to guide decision‐ making.
{"title":"Return on time investment: Research resources","authors":"L. Nicoll, Sulochana Naidoo, Qing Yang","doi":"10.1111/NAE2.18","DOIUrl":"https://doi.org/10.1111/NAE2.18","url":null,"abstract":"In an earlier article, the concept of “return on time investment” was introduced (ROTI) to consider the time it takes to learn and use a software program or application, balanced against the hours saved for your work or project. For people in academia, or those who anticipate a career that will involve writing on a regular basis, having a strong knowledge of a word processing program and a citation manager is essential. These programs have a high ROTI—that is, it is worth the time investment to learn to use them well, as they will save you many hours of effort in the long run. What if your career will involve active engagement in research activities? Or perhaps you are a student, embarking on a PhD dissertation or DNP capstone project. These types of projects usually involve data‐related activities—typically data collection, management, and analysis. There are myriad applications for each of these tasks. Sorting out the pros and cons of each—and balancing that against cost and ROTI—can be overwhelming. In this article, we will provide a framework that can be used as a starting point for thinking through some of these issues. Note that a comprehensive review of the various applications available is beyond the scope of this article. Our goal, instead, is to give some representative examples and provide criteria that you can use to guide decision‐ making.","PeriodicalId":77290,"journal":{"name":"Nurse author & editor","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/NAE2.18","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48985036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the given–new model of sentence structure, each sentence begins with a context that the author and reader share, and each sentence concludes with new information, which also suggests how the next sentence will begin. As a result, the reader’s experience is never interrupted, so that consecutive sentences “ ow.” As Williams recommends, “generally, use the beginning of your sentences to refer to what you have already mentioned or knowledge that you can assume you and your reader readily share” This is the given information, which points toward the new information at the sentence’s end. You could also de ne this movement as a patterned sequence, as A–B, B–C, C–D, and so forth, where each pair of letters represents a sentence, and each letter after the rst in a pair is new and then in the next sentence familiar. We can put this more generally: In formal academic writing, we write linearly, such that each sentence should prepare the reader for the next, resulting in a continuous, logical development. This is one way to achieve coherence in what we are saying and satisfy our readers’ expectations.
{"title":"Writing for nursing research, an essay on style: Continuities","authors":"J. E. Bellquist","doi":"10.1111/NAE2.16","DOIUrl":"https://doi.org/10.1111/NAE2.16","url":null,"abstract":"In the given–new model of sentence structure, each sentence begins with a context that the author and reader share, and each sentence concludes with new information, which also suggests how the next sentence will begin. As a result, the reader’s experience is never interrupted, so that consecutive sentences “ ow.” As Williams recommends, “generally, use the beginning of your sentences to refer to what you have already mentioned or knowledge that you can assume you and your reader readily share” This is the given information, which points toward the new information at the sentence’s end. You could also de ne this movement as a patterned sequence, as A–B, B–C, C–D, and so forth, where each pair of letters represents a sentence, and each letter after the rst in a pair is new and then in the next sentence familiar. We can put this more generally: In formal academic writing, we write linearly, such that each sentence should prepare the reader for the next, resulting in a continuous, logical development. This is one way to achieve coherence in what we are saying and satisfy our readers’ expectations.","PeriodicalId":77290,"journal":{"name":"Nurse author & editor","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/NAE2.16","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44796934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Like any science, doing nursing research requires writing about it. The better the writing, the more effective the dissemination of the research and its findings. Yet apart from Nurse Author & Editor, little literature focuses on writing about research in nursing specifically, and the few handbooks on writing for nurses (e.g., Oermann & Hays; Saver; Tornquist) address much more than style. Nonetheless, students in nursing research, even if skilled at writing clinical notes, may need to refine or refresh their mastery of style for writing research papers and dissertations. Their professors may need resources to teach style too. Here I suggest a principle of English sentence structure as a pedagogical and evaluative tool to address the mechanics of writing for nursing research. In the world of English composition, drawing on the work of linguists (e.g., Prince), it is usually spoken of as the given– new or old–new model of sentence structure, or the known–new contract between writer and reader. I draw especially on Williams' elaboration of the model, which tells us that well‐written sentences present two types of information, “given” and “new,” which together inform a logical, iterative sequence that yields what is often called the “flow” of written thought. This model is useful, because most of us intuitively recognize whether or not a text “flows” well, regardless of “grammar.” But few have consciously acquired an analytical model that tests how well writers establish and maintain that written flow of thought. The given–new model of sentence structure is grounded in the communication of context—the idea that whenever we write, we present contexts that we share with readers. Written words, sentences, and paragraphs create and iteratively re‐create those contexts, sequentially establishing, re‐establishing, and maintaining them so that they remain in the reader's mind without interruption of thought. In this article, I apply the model to beginnings; in a future article, I will develop its use beyond that. THE FIRST SENTENCE
{"title":"Reporting nursing research, an essay on style: Beginnings","authors":"J. E. Bellquist","doi":"10.1111/NAE2.15","DOIUrl":"https://doi.org/10.1111/NAE2.15","url":null,"abstract":"Like any science, doing nursing research requires writing about it. The better the writing, the more effective the dissemination of the research and its findings. Yet apart from Nurse Author & Editor, little literature focuses on writing about research in nursing specifically, and the few handbooks on writing for nurses (e.g., Oermann & Hays; Saver; Tornquist) address much more than style. Nonetheless, students in nursing research, even if skilled at writing clinical notes, may need to refine or refresh their mastery of style for writing research papers and dissertations. Their professors may need resources to teach style too. Here I suggest a principle of English sentence structure as a pedagogical and evaluative tool to address the mechanics of writing for nursing research. In the world of English composition, drawing on the work of linguists (e.g., Prince), it is usually spoken of as the given– new or old–new model of sentence structure, or the known–new contract between writer and reader. I draw especially on Williams' elaboration of the model, which tells us that well‐written sentences present two types of information, “given” and “new,” which together inform a logical, iterative sequence that yields what is often called the “flow” of written thought. This model is useful, because most of us intuitively recognize whether or not a text “flows” well, regardless of “grammar.” But few have consciously acquired an analytical model that tests how well writers establish and maintain that written flow of thought. The given–new model of sentence structure is grounded in the communication of context—the idea that whenever we write, we present contexts that we share with readers. Written words, sentences, and paragraphs create and iteratively re‐create those contexts, sequentially establishing, re‐establishing, and maintaining them so that they remain in the reader's mind without interruption of thought. In this article, I apply the model to beginnings; in a future article, I will develop its use beyond that. THE FIRST SENTENCE","PeriodicalId":77290,"journal":{"name":"Nurse author & editor","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/NAE2.15","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41460606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-01DOI: 10.1111/J.1750-4910.2020.TB00564.X
M. Oermann, L. Nicoll
Preprints are getting a lot of press lately: early dissemination of coronavirus research and a new health sciences server with a section especially for nursing are just two developments that are pushing preprints into the news. Many nurse authors, however, have lots of questions and are wondering whether they should post their articles to a preprint server before submitting to a journal for peer review and publication. Nursing journal editors also have questions about how they should handle manuscripts that have previously been posted to a preprint server and have a digital object identifier (DOI). Our goal is to unravel some of these mysteries with a general overview of preprints and then to provide information to help Nurse Author & Editor readers to begin to think through these issues.
{"title":"A Primer on Preprints","authors":"M. Oermann, L. Nicoll","doi":"10.1111/J.1750-4910.2020.TB00564.X","DOIUrl":"https://doi.org/10.1111/J.1750-4910.2020.TB00564.X","url":null,"abstract":"Preprints are getting a lot of press lately: early dissemination of coronavirus research and a new health sciences server with a section especially for nursing are just two developments that are pushing preprints into the news. Many nurse authors, however, have lots of questions and are wondering whether they should post their articles to a preprint server before submitting to a journal for peer review and publication. Nursing journal editors also have questions about how they should handle manuscripts that have previously been posted to a preprint server and have a digital object identifier (DOI). Our goal is to unravel some of these mysteries with a general overview of preprints and then to provide information to help Nurse Author & Editor readers to begin to think through these issues.","PeriodicalId":77290,"journal":{"name":"Nurse author & editor","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1750-4910.2020.TB00564.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45935327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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