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Writing Journal Articles: Tips for your Success Series Video 2: Next Steps: Manuscript Format and Content

Video Author: Marilyn Oermann
Published on: 12.14.2018

This is the 2nd video in our writing for publication series. Learn about the journal’s Information for Authors and why important, formats for writing different types of manuscripts (research reports, reviews, quality improvement, and educational topics), and reporting guidelines. References and tables/figures also are discussed.

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Creator: Wang, Shu-Yi PhD, RN, CNS; Goerke, Karleen EdD, MSN, RN, NEA-BC
Duration: 4:52
Integrating GoReact Platform into Distance Education
Creator: Smith, Susan M. MSN, RN, NPD-BC, FNP; Buckner, Martha PhD, RN; Jessee, Mary Ann PhD, RN; Robbins, Veronica BSN, RN; Horst, Tessa MSN, RN, NPD-BC, CDCES, CPN; Ivory, Catherine H. PhD, RN-BC, RNC-OB, FAAN
Duration: 6:14
The COVID-19 pandemic disrupted nursing education and required modification of instructional methods and clinical experiences. This study examined the impact on 340 new graduate nurses (NGNs) at an academic medical center. More than half (67.5%, n = 295) of NGNs reported changes to clinical experiences, ranging from 0 to 240 hours transitioned to virtual (n = 187; median, 51; interquartile range, 24-80). NGNs fear missing important details or doing something wrong in providing patient care. They identified the need for preceptor support, guidance, teaching, and continued practice of skills.
Creator: Tornwall, Joni PhD, RN; McGaughy, Melinda DNP, APRN, FNP-BC; Schubert, Carolyn DNP, CNE, RN-BC
Duration: 4:56
Students who value peer feedback processes are more likely to provide supportive feedback to peers. The authors conducted a secondary analysis of qualitative data collected from 148 graduate nursing students in 7 master's-level courses. Common themes included the potential for supportive peer feedback to improve self, peer, and team performance, and quality of patient care. Faculty should emphasize to students the positive impact of supportive peer feedback on nursing care. Assignments can be structured to promote a fair exchange of supportive feedback between peers. Learn about this study and strategies you can use in your courses. After watching the video be sure to read the article.
Creator: David R. Want, DNP, FNP-C, RN; Bethany J Cieslowski, DNP, MA, RN, CHSE
Duration: 2:59
Faculty deployed robot telepresence into scenarios to enrich the learning experience for students. Faculty developed a simulation to orient students to inpatient clinical procedures, including patient verification, medication administration, and handoff of care, prior to entering clinical practice. A sub-aim was to provide an interactive, immersive environment. Students rotated through the simulation in groups of 6 using Double-2 iPad robots to participate and debrief. You will enjoy the video and also read the teaching tip.
Creator: Palmer, Janice L. PhD, RN, CNE; McLaughlin, Dorcas E. PhD, RN; Hankamer, Beth A. MSN, RN
Duration: 6:08
In this video and accompanying article, you will learn about a full-day simulation boot camp developed for students preparing for the nurse educator role. The authors developed a model for increasing educators’ knowledge and confidence in planning, running, debriefing, and evaluating simulation sessions. Educators learned about their role and best practices in simulation.
Creator: Phillips, Tiffany A. DNP, NP-C; George, Tracy P. DNP, APRN-BC, CNE; Munn, Allison C. PhD, RN; Townsend, Anna Katherine DNP, APRN, FNP-C
Duration: 3:43
Nurse practitioner (NP) students need to be prepared for their first clinical experiences. A half-day preclinical immersion was instituted at the beginning of NP students' first clinical course. Data were collected before the immersion, after, and during the last 2 weeks of the first clinical course. Students' ratings of their clinical skills and knowledge improved during the duration of the semester for 5 of the 7 items. The use of preclinical immersion experiences may prepare students both practically and emotionally for their first NP clinical experience.
Creator: Viveiros, Jennifer PhD, RN, CNE; Medeiros, Kiley MS, RN
Duration: 5:10
Using case studies in a synchronous online class  is an active learning strategy designed to engage students in applying knowledge in patient care. Word clouds provide real-time opportunities to uncover students' clinical reasoning and encourage their participation.  Learn more about this teaching strategy in this video. Be sure to read the teaching tip and look at the students’ word cloud at
Creator: Chunta, Kristy PhD, RN, ACNS, BC; Shellenbarger, Teresa PhD, RN, CNE, CNEcl, ANEF; Chicca, Jennifer MS, RN, CNE, CNEcl
Duration: 4:19
In this video and article, Dr. Chunta shares strategies for teaching Generation Z students in online learning environments. She describes ways to foster student engagement, stimulate intellectual development, and build rapport with students, while considering characteristics specific to this generation of nursing students.
Creator: Fay, Rebecca DNP, APRN, CNM, WHNP-BC, CNE, FACNM; Swint, Charlotte DNP, MPH, FNP-BC, CNE; Thrower, Eileen J. B. PhD, APRN, CNM, CNE, FACNM
Duration: 7:09
Collaborative scholarship groups, including collaborative writing groups, can be useful for encouraging nurse educators to engage in scholarship. The authors of this article share a 10-step process for collaborative scholarship through the work of a group of nurse educators at an online nursing university. Gain an understanding of this type of scholarship group in the video.
Creator: Mennenga, Heidi A. PhD, RN, CNE; Brown, Robin J. PhD, RN; Horsley, T. Leann PhD, RN, CHSE, CNE; Abuatiq, Alham A. PhD, RN; Plemmons, Christina PhD, RN, CNE
Duration: 3:30
To ensure future RNs can function in the primary care setting and assume enhanced roles within the interprofessional team, prelicensure nursing students need to be exposed to primary care. A key barrier to providing this essential education is the lack of partnerships with primary care facilities. Collaboration between academic-practice partners to develop a clinical experience for prelicensure nursing students allowed exposure to the role of RNs in rural primary care.
Creator: Victor, Joyce PhD, RN, NPD-BC, CHSE-A
Duration: 3:06
The use of art in nursing education is an effective strategy in building clinical reasoning skills. The instructor and art gallery director choose an art exhibit for grand rounds. In the Art Gallery Grand Rounds, students visited 3 different pieces of art from the exhibit, followed by a discussion. The Art Gallery Grand Rounds improved students’ knowledge of holism and noticing/clinical nursing judgment.
Creator: Brown, Janine MSN, RN, CCNE; McDonald, Meghan MN, RN; Besse, Cheryl MN, PNC(C), CCCI, RN; Manson, Patti MScA, RN; McDonald, Reid MSc, PEng; Rohatinsky, Noelle PhD, RN; Singh, Madeline BSN, RN
Duration: 3:52
In this video, Dr. Brown shares a study she led that explored undergraduate nursing student strengths and areas for remediation at program entry and across all years of nursing education. Compared with other undergraduate students, nursing students exhibited strengths in study skills, in self-organization strategies, in their certainty of progress toward career goals, in recognizing the importance of their studies, and in levels of socializing that did not hinder academic performance. Nursing students indicated areas for remediation in studying and test-taking anxiety. Learn more about this study by reading the article.
Creator: O'Neil, Carol A. PhD, RN, CNE; Buckley, Kathleen M. PhD, RN, IBCLC
Duration: 3:24
Reminders guide students in meeting course expectations for submitting assignments. The authors evaluated the impact on student grades and attitudes of using routine reminders for assignments in online graduate and undergraduate nursing courses. Students were emailed weekly reminders for discussion board assignments. There was no significant impact of reminders on grades or overall attitude. However, undergraduate students reported that reminders were necessary, had a positive impact on their grades, and should be included in all courses.
Creator: O'Shea, Eileen R. DNP, APRN, PCNS-BC, CHPPN; Roney, Linda Nancy EdD, RN-BC, CPEN, CNE, EGAN
Duration: 3:22
There may be times when 2 faculty members share responsibility for the same group of students in a clinical practicum. For example, 1 faculty member may teach the students in simulation for some interval of time, and then another faculty member may teach those same students in the clinical setting. There is potential for missed communication or handoff between these faculty. Learn how to use SBAR between faculty members as the student transitions from one learning setting to the next as part of a clinical practicum. Watch the educators in action in this video and read the full teaching tips.
Creator: Jones, Lisa PhD, RN, CCRN; New, Keri DNP, RN
Duration: 3:21
In this video and article, Dr. Jones describes how the school of nursing prepared faculty to write high quality test items and to analyze test results. As part of their faculty development program, they established an Item Review Committee, consisting of faculty responsible for writing examination questions. Their process of item review led to a significant improvement in the quality of their examination items and testing process.
Creator: Thomas, Christine M. PhD, RN, CHSE; Yocom, Danielle DNP, RN, FNP-BC; Kaulback, Michelle EdD, RN, FNP-BC; Meehan, Carolyn D. PhD, RN
Duration: 4:18
In this video and article, Dr. Thomas explain how the faculty established a process for using simulation for the evaluation of program outcomes. Faculty evaluated students’ performance in simulation as a means to examine their achievement of program outcomes. The project informed curricular decisions, helped faculty to standardize scenarios, and outlined a process of establishing validity and reliability that could be implemented in the future for student evaluation.
Creator: Keener, Tina Antill PhD, MBA, MSN, RN, CPNP; Hall, Katherine MSN, RN, ONC; Wang, Kesheng PhD, MA, BS; Hulsey, Tara PhD, RN, CNE, FAAN; Piamjariyakul, Ubolrat PhD, RN
Duration: 4:08
The COVID-19 pandemic and subsequent social distancing guidelines have greatly impacted the quality of life (QoL) of nursing faculty and students. Dr. Keener presents the findings of 2 critical studies done by her team that examined the effects of the pandemic and subsequent changes in nursing education on faculty and students’ QoL. Resilience was the strongest variable to predict QoL for faculty. Resilience, having online experience, and being prepared for online learning were associated with each QoL domain for students. Get a summary of the research in this video. Read the study on faculty now. The study on Students will be in the May/June 2021 issue of Nurse Educator.
Creator: Kaulback, Michelle K. EdD, RN, FNP-BC
Duration: 3:27
This study examined the relationship between baccalaureate nursing students' self-directed learning abilities and lifelong learning orientation. Students (n = 124) completed the Self-Directed Learning Inventory (SDLI) and the Jefferson Scale of Lifelong Learning–Health Professions Students (JeffSLL-HPS). There were significant, positive correlations between SDLI scores and the JeffSLL-HPS. Nursing faculty should implement teaching strategies that foster SDL abilities to increase lifelong learning orientation in nursing students. The author presents the study in this video (be sure to read the article too).
Creator: Worman, Dawn DNP, RN-BC, NE-BC; Rock, Mary JD, MSN, RN
Duration: 3:49
In response to the need for nurses to understand components of readmission reduction, these authors developed an innovative 2-part readmission root-cause analysis assignment. In this video and article, they describe this assignment and how they use it in their care coordination course.
Creator: Mackos, Amy; Tornwall, Joni
Duration: 3:23

As more nursing courses are taught online, nurse educators need to adopt creative approaches to online formative assessment strategies. Low-stakes assessments of student comprehension allow teaching approaches to be adjusted quickly in asynchronous virtual environments. A classroom assessment technique commonly known as “themuddiest point” has proven to be useful in gathering feedback from students about concepts they are struggling with and improve comprehension prior to high-stakes examinations. Learn how to use muddiest points assessment in a large online course in this video and teaching tips article.