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Learning Objective 1: Discuss teaching/learning strategies for building scholarly writing capacity in nursing.
Learning Objective 2: Reflect on the teaching/learning strategies presented and incorporate these reflections into a scholarly writing leadership development journey.
Methods: The author developed the SMART Approach to Building Scholarly Writing Capacity in Nursing: Strategies, Methods, and Assessment of Outcomes, Related to Teaching/Learning. Six strategies include re-iterating standards of professional excellence, building the discipline as a professional responsibility, dispelling fears about scholarly writing, empowering with knowledge, facilitating scholarly independence, and celebrating scholarly writing excellence. Six methods expanding upon the six strategies include scholarly writing assessment, planning and structure, evaluation and feedback, doing and re-doing, mentoring for publication, and reiterating knowledge dissemination for leadership influence.
Results: The SMART Approach can achieve six key outcomes. Students who experience the developmental approach become stronger writers and perceive themselves as better equipped leaders. Students demonstrate improvements in the quality of their writing and course grades they achieve. Student evaluations of teaching suggest that this developmental approach is valuable and they rate faculty teaching highly. Following the manuscript development and submission portion of this approach, students begin to see the relationship between didactic content and mentored activities that promote scholarly writing independence. Students learn that every professional activity provides a potential writing experience.
Conclusion: Scholarly writing in nursing is a necessary skill set that can be learned. The SMART Approach to Building Scholarly Writing Capacity in Nursing is effective primarily because it uses a “guide by the side” approach as compared to traditional “sage on stage” principles. Enlisting nurses to pursue a guided scholarly writing journey is more effective than merely providing the didactic content and expecting results. Institutions wanting to build scholarly writing competence and enhance leadership potential must invest in capacity building now to reap future benefits.
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