Over 5000, and Counting!

Thanks to your interest, NursingWriting has enjoyed over 5,000 visits since its inauguration in July 2008. We are grateful also to the editors and others who send us calls for submissions regularly, which we archive here.

Publishing nurses’ writing is important for several reasons. Academic nurse scholars need to publish for the purposes of promotion and tenure, of course. Advanced practice nurses might also benefit professionally from publishing their thoughts and findings.

Most important, however, is the social benefit: Disseminating new evidence speeds the development of evidence-based practices that speed the development of new standards of care that reduce suffering, save lives, and cut costs. Everybody wins from nursing writing!

Some interesting stats about the NursingWriting blog:

The median number of visits monthly since July 2008: 524.

The top three search terms:

  1. “Ars Medica”
  2. “nurse writing”
  3. “Southern Online Journal of Nursing Research”

The top posts viewed:

  1. Mosby Faculty Development
  2. Ars Medica
  3. Geriatric Nursing

The top clicks out:

  1. Ars Medica
  2. Mosby Faculty Development
  3. WordPress.com

It would appear that many nurse writers are interested in creative writing (like that published in Ars Medica) as well as in research writing.


CFS: ScrubsMag.com

ScrubsMag.com invites students and parents to share stories about an exceptional school nurse in their life for inclusion in an article celebrating school nurses for National School Nurse Day. School nurses are also invited to submit stories about memorable moments helping a student, stories about why you love your profession, etc. Responses should include your name, city/state and are 250-words max. Please write “School Nurse” in the subject line. Contact: Paris Lia, pl.editorial@gmail.com  Deadline: May 04, 2009 08:00 PM EST(America/New_York)
Organization URL: http://www.scrubsmag.com  
Email address: pl.editorial@gmail.com

Congress on Peer Review and Biomedical Publication

Registration is now open for the Sixth International Congress on Peer Review and Biomedical Publication to be held in Vancouver, British Columbia, Canada, September 10-12, 2009.

This congress, organized by JAMA and the BMJ Publishing Group, will feature 3 days of presentations of original research. As with the previous congresses, our aim is to improve the quality and credibility of peer review as used by journals and funders and to help advance the efficiency, effectiveness, and equitability of biomedical publication and the dissemination of scientific information throughout the world. We urge editors, publishers, editorial board members, researchers, and all who are interested in the processes by which science is funded and published to register now and join us in Vancouver in September.

Registration and other details are available on the Peer Review Congress Web site at http://jama-peer.org . If you have any questions, feel free to contact us at jama-peer@jama-archives.org  or +312-464-5108.

CFS: Association of Black Nursing Faculty Journal, Special Issue (Success)

A call for abstracts for The ABNF Journal, official journal of the Association of Black Nursing Faculty, Inc. Special Issue of The ABNF Journal, July, 2009. Edited by: Dr. Sandra Sayles and Dr. Diana P. Jones.

Theme: How to Succeed in Higher Education
Send manuscripts to: Dr. Sandra Sayles, College of Nursing, Northwestern State University of Louisiana, 1800 Line Avenue, Shreveport, LA 71101

Deadline: May 15, 2009

The ABNFJournal, the official journal of the Association of Black Nursing Faculty, Inc. (ABNF). invites members and others to submit papers, ideas, experiences. case studies and book reviews.

Send query letters to: Gloria J. McNeal, PhD, ACNS-BC, FAAN, Editor, The ABNF Journal, 37AnthonyDrive, Burlington, NJ 08016. 609-747-1536 Phone/FAX. E-mail: gjmcneal@netscape.net Visit the ABNF Web site: www.abnf.net

CFS: Currents in Teaching and Learning

Currents in Teaching and Learning is a new peer-reviewed electronic journal that fosters exchanges among reflective teacher-scholars across the disciplines. Currents invites submissions for its Fall 2009 issue, including:

-Short reports from different disciplines on classroom practices (2850-5700 words). We welcome both individual and group submissions. A group submission would present a forum consisting of two to four reports from different academic disciplines, with each report discussing a different approach to a particular pedagogical challenge.

-Longer research, theoretical, or conceptual articles, and explorations of issues and challenges facing teachers today (5700-7125 words).

-Announcements of work-in-progress and requests for collaborators.

-Book and website reviews.


Submissions received after this date will be considered on a rolling basis for future issues of Currents. Send all inquiries and letters of interest to Josna Rege, at currents@worcester.edu

Published twice a year, Currents seeks to improve teaching and learning in higher education with short reports on classroom practices as well as longer research, theoretical, or conceptual articles, and explorations of issues and challenges facing teachers today. Each issue will also include book reviews, links to other noteworthy sites, and announcements of work-in-progress. Nonspecialist and jargon-free, Currents is intended for both faculty and graduate students in higher education, teaching in all academic disciplines.

Currents in Teaching and Learning is published under the auspices of the Center for Teaching and Learning, Worcester State College, Worcester, Massachusetts, U.S.A.

Josna Rege, Editor, Currents in Teaching and Learning
486 Chandler Street
Worcester, MA 01602-2597
Email: currents@worcester.edu
Visit the website at http://www.worcester.edu/currents

CFS: Ars Medica (creative writing, non-fiction)

ARS MEDICA actively seeks submissions from nurses.

ARS MEDICA is a biannual literary journal, started in 2004, that explores the interface between the arts and healing, and examines what makes medicine an art.

ARS MEDICA remains the only medical literary journal in Canada, and one of a handful of such journals in the world, in the rapidly developing international field of the humanities in healthcare.

ARS MEDICA allows a place for dialogue, meaning-making, and the representation of experiences of the body, health, wellness, and encounters with the medical system. Content includes narratives from patients and health care workers, medical history, fiction, creative nonfiction, poetry, and visual art.

In addition to being a source of commentary, literature and art, ARS MEDICA can be a learning tool for students and their professors in health care and academic humanities. The journal includes a Discussion Guide to the journal to facilitate individual and group reflection.

ARS MEDICA includes sections on writing by and about children, and writing about international health. These are voices that are often silenced in healthcare.

ARS MEDICA has engaged other organizations and community partners to reach its audience and goals, including: Mount Sinai Hospital, Humber School for Writers, and the Program for Narrative and the Healthcare Humanities at the University of Toronto.

ARS MEDICA is published by the University of Toronto Press. Visit its Web site at: http://www.ars-medica.ca

Inside Higher Ed: Managing Large Writing Projects

John Gastil’s Career Advice column, “Managing Large Writing Projects,” in the 24 April 2009 edition of Inside Higher Ed offers credible advice to graduate students and faculty who are engaged in large writing projects (including dissertations and lengthy research articles). The article is consistent with research on faculty productivity, particularly the extensive research conducted by Robert Boice.