An examination of retracted articles in nursing literature

INTRODUCTION

The output of scholarly publications in scientific literature has increased exponentially in recent years. This increase in literature has been accompanied by an increase in retractions. Although some of these may be attributed to publishing errors, many are the result of unsavory research practices. The purposes of this study were to identify the number of retracted articles in nursing and reasons for the retractions, analyze the retraction notices, and determine the length of time for an article in nursing to be retracted.

DESIGN

This was an exploratory study.

METHODS

A search of PubMed/MEDLINE, the Cumulative Index to Nursing and Allied Health Literature, and Retraction Watch databases was conducted to identify retracted articles in nursing and their retraction notices.

RESULTS

Between 1997 and 2022, 123 articles published in the nursing literature were retracted. Ten different reasons for retraction were used to categorize these articles with one-third of the retractions (n = 37, 30.1%) not specifying a reason. Sixty-eight percent (n = 77) were retracted because of an actual or a potential ethical concern: duplicate publication, data issues, plagiarism, authorship issues, and copyright.

CONCLUSION

Nurses rely on nursing-specific scholarly literature as evidence for clinical decisions. The findings demonstrated that retractions are increasing within published nursing literature. In addition, it was evident that retraction notices do not prevent previously published work from being cited. This study addressed a gap in knowledge about article retractions specific to nursing.

Bibliometric analysis of nursing education reviews

BACKGROUND

While the number of reviews of nursing education research has increased over the years, bibliometric studies about these reviews are limited.

OBJECTIVES

The purposes were to: (1) examine the number of reviews of nursing education research published from 2018 through 2022, (2) identify journals publishing these reviews, (3) identify the types and topics of reviews in nursing education, and (4) analyze how these reviews are labeled (standard versus nonstandard).

DESIGN

This was a bibliometric study of reviews in nursing education.

METHODS

The search for reviews in nursing education was done using CINAHL Complete via the EBSCO host platform and was limited to articles published in peer reviewed journals. The results were imported into EndNote, and the title or abstract was used to identify the review type. The categorized reviews were then exported into Microsoft Excel. The titles and abstracts were searched to identify reviews in nursing education, resulting in 600 articles analyzed in this study. The topics of the reviews were identified via natural language processing techniques based on the Medical Subject Headings biomedical vocabulary in the manual tags with each article.

RESULTS

The number of reviews has steadily increased over the years. The top journal in which reviews were published was Nurse Education Today (n = 197). Nearly a quarter (n = 149, 24.8 %) of the reviews were integrative, followed by systematic (n = 117, 19.5 %), scoping (n = 117, 19.5 %), and literature (n = 85, 14.2 %). There were 12 main topics: most reviews were on simulation, followed by critical thinking methods and the academic achievement of nursing students.

CONCLUSION

This study documented an increase in the number of reviews of nursing education research over the last five years. The most common type was an integrative review, followed by systematic, scoping, and literature. Reviews on simulation were most common.

Diagnosis Unreliability of ChatGPT for Journal Evaluation

Purpose

Academic and other researchers have limited tools with which to address the current proliferation of predatory and hijacked journals. These journals can have negative effects on science, research funding, and the dissemination of information. As most predatory and hijacked journals are not error free, this study used ChatGPT, an artificial intelligence (AI) technology tool, to conduct an evaluation of journal quality.

Methods

Predatory and hijacked journals were analyzed for reliability using ChatGPT, and the reliability of result have been discussed.

Results

It shows that ChatGPT is an unreliable tool for journal quality evaluation for both hijacked and predatory journals.

Conclusion

To show how to address this gap, an early trial version of Journal Checker Chatbot has been developed and is discussed as an alternative chatbot that can assist researchers in detecting hijacked journals.

Developing competency of nursing students in cardiopulmonary resuscitation using Resuscitation Quality Improvement technology

OBJECTIVES

This study examined the outcomes of training nursing students in CPR skills using the Resuscitation Quality Improvement (RQI) program.

METHODS

Nursing students (n=2,193) in 12 schools across the United States participated in this study. Students performed compressions and bag-masked ventilation on adult and infant manikins using the RQI simulation station without and then with feedback on their performance.

RESULTS

With real-time, objective feedback from the RQI simulation station, students' performance of CPR skills improved, and they retained their skills over time.

CONCLUSIONS

The RQI program and methodology of feedback is effective for training nursing students to be competent in CPR skills, essential for safe patient care. Nursing and other healthcare professions programs should consider adopting the RQI program for students to develop competency in CPR.

Research on Predatory Publishing in Health Care: A Scoping Review

BACKGROUND

Predatory publishers and their associated journals have been identified as a threat to the integrity of the scientific literature. Research on the phenomenon of predatory publishing in health care remains unquantified.

PURPOSE

To identify the characteristics of empirical studies on predatory publishing in the health care literature.

METHODS

A scoping review was done using PubMed/MEDLINE, CINAHL, and Scopus databases. A total of 4967 articles were initially screened; 77 articles reporting empirical findings were ultimately reviewed.

RESULTS

The 77 articles were predominantly bibliometric analyses/document analyses (n = 56). The majority were in medicine (n = 31, 40%) or were multidisciplinary (n = 26, 34%); 11 studies were in nursing. Most studies reported that articles published in predatory journals were of lower quality than those published in more reputable journals. In nursing, the research confirmed that articles in predatory journals were being cited in legitimate nursing journals, thereby spreading information that may not be credible through the literature.

CONCLUSION

The purposes of the evaluated studies were similar: to understand the characteristics and extent of the problem of predatory publishing. Although literature about predatory publishing is abundant, empirical studies in health care are limited. The findings suggest that individual vigilance alone will not be enough to address this problem in the scholarly literature. Institutional policy and technical protections are also necessary to mitigate erosion of the scientific literature in health care.

Screening for the social determinants of health: Referring patients to community-based services

BACKGROUND

Screening patients for the social determinants of health (SDOH) allows clinicians to identify those needs and tailor referral efforts. Due to constraints on clinic time and monetary resources, a simple screening tool incorporated into existing clinic workflow increases its usefulness and impact.

LOCAL PROBLEM

Our free, nurse-led, mobile health clinic (MHC) needed an enhanced process or tool for screening patients for SDOH. The purpose of this quality-improvement project was to screen adult patients in the MHC for SDOH needs and to increase volunteer staff perceptions of their knowledge and confidence in referring patients to relevant community-based services.

METHODS

A screening process and tool was developed using guidelines from the Health Leads to identify patients' SDOH needs and related requests for assistance. The tool was introduced to and tested among volunteer staff through pretest/posttest surveys.

INTERVENTIONS

Patients who visited the clinic were screened for the SDOH within the project period, and volunteer staff were surveyed about their perceptions of the screening tool.

RESULTS

Sixty-four patients were screened for SDOH needs. Twenty-three percent reported food insecurity, 27% housing insecurity, 14% difficulty obtaining utilities, and 17% difficulty obtaining transportation; 28% requested assistance with their reported SDOH needs. Seventeen percent of patients reported two or more SDOH needs. At posttest, 100% of volunteer staff ( N = 9) indicated satisfaction with the SDOH screening questions, reported feeling knowledgeable about resources to use for patient referrals, and were confident in referring patients to needed resources.

CONCLUSION

The screening tool aptly guided practice and was evaluated as "easy to use" for clinic patients and volunteer staff.

Detection of fake papers in the era of artificial intelligence

OBJECTIVES

Paper mills, companies that write scientific papers and gain acceptance for them, then sell authorships of these papers, present a key challenge in medicine and other healthcare fields. This challenge is becoming more acute with artificial intelligence (AI), where AI writes the manuscripts and then the paper mills sell the authorships of these papers. The aim of the current research is to provide a method for detecting fake papers.

METHODS

The method reported in this article uses a machine learning approach to create decision trees to identify fake papers. The data were collected from Web of Science and multiple journals in various fields.

RESULTS

The article presents a method to identify fake papers based on the results of decision trees. Use of this method in a case study indicated its effectiveness in identifying a fake paper.

CONCLUSIONS

This method to identify fake papers is applicable for authors, editors, and publishers across fields to investigate a single paper or to conduct an analysis of a group of manuscripts. Clinicians and others can use this method to evaluate articles they find in a search to ensure they are not fake articles and instead report actual research that was peer reviewed prior to publication in a journal.

Best practices in scholarly publishing for promotion or tenure: Avoiding predatory journals

BACKGROUND

Predatory publishing has adverse impacts on scientific literature including nursing literature. These publishers have been described as having questionable publication standards. Many faculty have expressed challenges associated with assessing publisher and journal quality.

PURPOSE

The purpose of this article is to describe the development and implementation of faculty retention, promotion, and tenure guidelines offering explicit instructions and guidance for faculty on assessing the quality of publishers and journals.

METHOD

An appointed committee representing research, teaching, and practice scholarship performed a literature review on the topics of journal quality, scholarship for promotion and tenure, and best practices for evaluating scholarship in academic institutions.

RESULTS

The committee developed additional guidance to support and assist faculty assessing journal quality. Based on these guidelines, the faculty retention, promotion, and tenure guidelines for each of the research, teaching, and practice tracks were edited to reflect these practices.

CONCLUSIONS

The guidelines provided clarity for our promotion and tenure review committee and faculty.

Time-to-Task in Interval Simulated Cardiopulmonary Resuscitation Training: A Method for Maintaining Resuscitation Skills

PURPOSE

The literature supports interval simulation training as a means of improving nurses' cardiopulmonary resuscitation (CPR) skills. The aim of this project was to improve the time-to-task skills in single-rescuer basic life support (BLS) in an outpatient surgery center through interval simulation training.

DESIGN

Quality Improvement project.

METHODS

Twenty-nine nursing staff were included in this pretest/post-test within subjects interventional design quality improvement project. A 2-minute pretest cardiac arrest simulation was performed in the outpatient surgery center where time-to-task and quality of CPR data were collected. The pretest was followed by a lecture and CPR training. Three months later, the simulation was post-tested in an identical scenario with measures of time-to-task and quality of CPR.

FINDINGS

T4he mean times for code bell activation and initiation of CPR decreased significantly following the interval simulation training (P < .05). A clinically significant decrease was seen in the mean time-to-task placement of a backboard on code team arrival.

CONCLUSION

Interval simulation training is an effective means of maintaining CPR skills in the outpatient surgery center setting.

Implementation science in nursing education research: An exemplar

INTRODUCTION

Using evidence-based teaching approaches can improve nursing students' learning. However, variation in how - or if - these approaches are implemented by faculty and nursing educators is prevalent. A thorough, applied understanding of how evidence-based teaching approaches can best be implemented in the educational setting is lacking.

OBJECTIVES

The purpose of this project was to use an implementation science framework to implement and evaluate the quality of a doctor of nursing practice (DNP) course before and after implementing evidence-based revisions to course delivery and composition.

DESIGN

A pre/post design was used to evaluate course outcomes following implementation of evidence-based teaching approaches.

SETTING

A small, private university in the southeastern United States.

PARTICIPANTS

Students who enrolled in a DNP healthcare quality improvement course.

METHODS

An implementation science framework for integrating evidence-based teaching approaches was used to guide this project. Revisions were made to a DNP course, with evidence-based teaching approaches implemented using strategies including a dedicated course facilitator, faculty education, interactive assistance to course faculty, and detailed rubrics to ensure consistency in grading between sections. Outcomes included course evaluation scores, qualitative student comments, and student engagement measured via the average number of discussion board posts authored and read.

RESULTS

After using the implementation science framework to translate evidence-based teaching approaches, there was a statistically significant improvement in three course evaluation questions and the overall course mean. Qualitative comments showed that students found the revisions beneficial to their learning. There was no change in student engagement.

CONCLUSIONS

Using a structured implementation science framework and plan to translate and evaluate evidence-based teaching approaches resulted in significant improvements in course outcomes. Nurse educators should consider using an implementation framework to guide course revisions.

Predatory conferences: a systematic scoping review

OBJECTIVE

To systematically map the scholarly literature on predatory conferences and describe the present state of research and the prevalent attitudes about these conferences.

METHODS

This scoping review follows Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Four databases were searched (PubMed/Medline, Web of Science, Scopus and ProQuest Social Sciences Premium Collection). In addition, the included studies' reference lists were scanned for additional papers not found in the searches. Peer-reviewed publications were included irrespective of study design. Letters and commentary were included if they were peer reviewed. Editorials and literature reviews were excluded.

RESULTS

From 809 initial publications, 20 papers were included in the review, from 12 countries and covered a wide range of science disciplines, from nursing/medicine to energy/technology and computer science. More than half were empirical and published after 2017. In most papers, a definition of the term predatory conferences was put forward. Spam email invitations with flattering language were the most common characteristics, and the conferences were often hosted by unknown organisations that used copied pictures without permission. High fees, lack of peer review, and a multidisciplinary scope were signal features. All papers explicitly or implicitly suggested possible reasons for participating in predatory conferences. Some reasons were related to the overall context of academic work, the nature of predatory conferences (eg, researchers falling prey to misleading information about a conference or choosing a conference based on an attractive location) and the personal characteristics of researchers. Only one paper reported empirically identified reasons for participating in predatory conferences. The three countermeasures proposed most frequently to deal with predatory conferences were increasing education, emphasising responsibilities of universities and funders, and publishing lists of predatory publishers associated with conferences.

CONCLUSIONS

This review identified a scarcity of research concerning predatory conferences. Future empirical as well as fully analytical research should be encouraged by funders, journals and research institutions.

Dissemination of doctor of nursing practice project findings: Benefits and challenges associated with publishing in healthcare journals

BACKGROUND

Doctor of Nursing Practice (DNP) programs require a project to improve outcomes in a health care setting. However, dissemination methods vary.

PURPOSE

This evaluation examined benefits and challenges associated with submitting project manuscripts to a peer-reviewed health care journal in a DNP program with this requirement.

METHODS

Benefits and challenges were assessed with surveys completed by 85 DNP program alumni and 28 DNP mentors and by interviewing 5 faculty who teach in the DNP program and 5 editors of nursing journals.

FINDINGS

Benefits of completing a manuscript included sharing knowledge to improve health care outcomes and enhancing nursing scholarship. Among alumni, 81% reported manuscript development was beneficial and 69% published their work. Most students, most faculty, and all editors endorsed the requirement with alternatives for projects lacking rigor or innovation. Challenges included need for faculty involvement and editorial/statistical resources.

DISCUSSION

Despite challenges, there are benefits of publishing rigorous and innovative DNP work.

Exploring the Accuracy of Cited References in a Selected Data Set of Nursing Journal Articles

Accuracy of cited references in scholarly publications gives credit to original authors and offers information for readers to access sources for additional review. Errors in this foundational information can, at a minimum, create confusion and additional burden for consumers; at worst, these errors can make it impossible to locate the original work. For systematic and other types of reviews, finding relevant studies is critical for comprehensiveness and accuracy. The purpose of this study was to evaluate the accuracy of cited references in a curated data set of 100 articles from 100 different nursing journals. From these articles, a sample of references for analysis (n = 666) was created. From this total, only 8 references (1.3%) could not be retrieved at all. Small numbers of references (≤3%) had errors in the author name, journal title, article title, or year, but these did not prevent retrieval. These small numbers suggest that use of current technology including electronic databases and reference management software has improved overall accuracy in reference lists. An unexpected finding was the discovery of enhanced reference lists for online articles at publisher sites. These provide at least 1 and as many as 5 direct links to cited articles, thus increasing accuracy and ease of retrieval. Implications for authors, editors, and publishers are discussed.

How to identify predatory journals in a search: Precautions for nurses

ABSTRACT

Nursing journals offer important content on new practices and approaches to care. Unfortunately, predatory journals that use unsavory publication practices have emerged. This article shares guidance to help nurses effectively appraise information and their sources, distinguish predatory from legitimate journals, and conduct due diligence.

Personalized Training Schedules for Retention and Sustainment of Cardiopulmonary Resuscitation Skills

INTRODUCTION

The study examined how the spacing of training during initial acquisition of cardiopulmonary resuscitation (CPR) skill affects longer-term retention and sustainment of these skills.

METHODS

This was a multiphased, longitudinal study. Nursing students were randomly assigned to 2 initial acquisition conditions in which they completed 4 consecutive CPR training sessions spaced by shorter (1 or 7 days) or longer (30 or 90 days) training intervals. Students were additionally randomized to refresh skills for 1 year every 3 months, 6 months, or at a personalized interval prescribed by the Predictive Performance Optimizer (PPO), a cognitive tool that predicts learning and decay over time.

RESULTS

At the end of the acquisition period, performance was better if training intervals were shorter. At 3 or 6 months after acquisition, performance was better if initial training intervals were longer. At 1 year after acquisition, compression and ventilation scores did not differ by initial training interval nor by 3-month or PPO-prescribed sustainment interval refreshers. However, 6-month interval refreshers were worse than the PPO for compressions and worse than 3 months for ventilations. At the final test session, participants in the personalized PPO condition had less variability in compression scores than either the 3- or 6-month groups.

CONCLUSIONS

Results suggest that CPR learning trajectories may be accelerated by first spacing training sessions by days and then expanding to longer intervals. Personalized scheduling may improve performance, minimize performance variability, and reduce overall training time.

Publishing in Predatory Journals: Guidelines for Nursing Faculty in Promotion and Tenure Policies

PURPOSE

The purpose of this study was to assess the extent to which academic promotion and tenure (APT) criteria and guidelines in schools of nursing recognize predatory publishing. This assessment included an analysis of APT documents looking specifically for guidance about predatory publications by faculty in schools of nursing.

DESIGN

This study used a cross-sectional, descriptive design and was conducted in 2020.

METHODS

A mixed methods approach was used to collect data from two sources. Data were extracted from APT documents for 92 research-intensive universities found online and specifically focused on documents for universities and for schools of nursing in the United States. Interviews were conducted with a subsample of academic administrators (n = 10) from selected schools.

FINDINGS

The majority (57%; n = 50) of APT documents reviewed addressed quality of the journals in which faculty publish. However, very nonspecific terms, such as "high quality" or "peer reviewed" were used. None of the documents reviewed (n = 88) included any reference to predatory journals. Deans who were interviewed validated the analysis of the APT documents. While most deans reported faculty were aware of predatory journals and the risks of publishing in them, formal guidelines for consequences for publishing in predatory journals were not developed or available.

CONCLUSION

This study examined how schools of nursing in research-intensive universities address the issue of predatory journals. APT criteria do not provide guidance to faculty and promotion and tenure committees about issues related to predatory publications as low-quality publication outlets. Recommendations for APT committees, mentors, and faculty are provided.

CLINICAL RELEVANCE

Clinicians rely on researchers, many of whom are faculty, to publish rigorous studies that produce evidence they can translate into practice. One measure of the quality of a study's findings is where the paper is published and reflects the level of peer review it has been through. Faculty who publish in predatory journals may not have had their work reviewed by experts; evidence produced may or may not be adequate for translation to guide nursing practice.

Integrity of Databases for Literature Searches in Nursing: Avoiding Predatory Journals

The quality of literature used as the foundation to any research or scholarly project is critical. The purpose of this study was to analyze the extent to which predatory nursing journals were included in credible databases, MEDLINE, Cumulative Index to Nursing and Allied Health Literature (CINAHL), and Scopus, commonly used by nurse scholars when searching for information. Findings indicated that no predatory nursing journals were currently indexed in MEDLINE or CINAHL, and only one journal was in Scopus. Citations to articles published in predatory nursing journals are not likely found in a search using these curated databases but rather through Google or Google Scholar search engines.

Research in nursing education and the institutional review board/ethics committee

BACKGROUND

Institutional review board (IRB) or research ethics committee approval is intended to protect the rights of human subjects. Assurance that ethical standards are met is essential for educational research and quality improvement (QI) projects involving human subjects.

PURPOSE

The purposes were to describe the requirements of nursing journals for educational studies and QI projects related to education to be reviewed by an IRB or a research ethics committee and to identify the types of statements of approval or exemption to be included in manuscripts.

METHOD

The investigators employed an electronic survey sent to members of the International Academy of Nursing Editors list serve. Responses representing 64 nursing journals were received.

RESULTS

The majority of journals that publish academic educational studies (n = 32, 86.5%) always required IRB or other ethics committee review, and 17 (45.9%) required the same for QI projects related to education. An IRB or research ethics committee review was always required by journals for educational studies (n = 24, 88.9%) and for QI projects (n = 14, 51.9%) involving the professional development of nurses.

CONCLUSIONS

Educational studies that involve human subjects should be reviewed by an IRB or other type of research ethics committee before implementing the study. Any determination of exemption should be made by the IRB or research ethics committee, not by the investigator.

Addressing Nursing Scholarship: A Framework for Currency and Number of References

BACKGROUND

Timeliness and number of references in written work is often a topic of controversy. Decisions about choice of references become complex when there is little recent published information or a great deal of important historical work on a topic.

PURPOSE

The study aim was to develop a framework to guide authors to determine the number and currency of references to support their writing.

METHODS

This study used a descriptive design with three steps: review of journal author information for guidance about reference currency (n = 247); correspondence with journal editors (n = 27); and a survey of nurse educators (n = 44) regarding currency and number of references in written assignments.

RESULTS

Findings affirmed that recent literature is vital for nursing scholarship. Numerical guidelines offered were not based on identifiable consensus or rationale. Historical perspectives published over 5 or 10 years earlier are valued, even sometimes required. For a clinical paper, citation of the most current literature is viewed by editors and educators as essential, and may suffice.

CONCLUSION

Based on the findings of this study and our search of the literature, we developed three decision making algorithms for searching the literature and selecting references by currency and number.

Implementing a Goal-Directed Therapy Protocol for Fluid Resuscitation in the Cardiovascular Intensive Care Unit

BACKGROUND

Balancing fluid administration and titration of vasoactive medications is critical to preventing postoperative complications in cardiac surgical patients.

OBJECTIVE

To evaluate the impact of implementing a goal-directed therapy protocol in the cardiovascular intensive care unit on total intravenous fluids administered on the day of surgery, rates of acute kidney injury, and hospital length of stay.

METHODS

A fluid resuscitation protocol using dynamic assessment of fluid responsiveness with stroke volume index was developed, and nurses were prepared for its implementation using simulation training.

RESULTS

After implementation of the new protocol, the total amount of intravenous fluids administered on the day of surgery was significantly reduced (P = .003). There were no significant changes in hospital length of stay (P = .83) or rates of acute kidney injury (P = .86). There were significant increases in nurses' knowledge of (P < .001) and confidence in (P < .001) fluid resuscitation and titration of vasoactive medications after simulation training.

CONCLUSIONS

Use of a fluid resuscitation protocol resulted in a reduction in the amount of intravenous fluids administered on the day of surgery. The simulation training increased nurses' knowledge of and confidence in fluid resuscitation and titration of vasoactive medications.

Emerging Theories Influencing the Teaching of Clinical Nursing Skills

BACKGROUND

Recognition is increasing that many psychomotor skills essential for safe nursing practice are not being retained. New theories and methods are emerging that, when applied in an organized pedagogical model, could influence initial learning and the retention of critical psychomotor skills.

METHOD

This article explains and applies emerging educational theories and concepts relevant to skills teaching in nursing.

RESULTS

Theories and concepts on cognitive load, deliberate practice, mastery learning, overlearning, spaced learning, and skill decay are integrated to provide a framework for teaching skills in nursing. An example is included of using this framework for skills instruction and practice.

CONCLUSION

This framework may improve the nurse educator's ability to prepare learners to perform skills safely in both the skills laboratory and patient care settings and to retain skills. [J Contin Educ Nurs. 2019;50(6):257-262.].

Analysis of Citation Patterns and Impact of Predatory Sources in the Nursing Literature

PURPOSE

This study was undertaken to learn how predatory journal articles were cited in articles published in legitimate (nonpredatory) nursing journals. The extent of citation and citation patterns were studied.

DESIGN

A two-phase approach was used.

METHODS

In Phase 1, 204 articles published in legitimate nursing journals that cited a predatory publication were randomly selected for analysis from a list of 814 articles with predatory journal citations. In Phase 2, the four predatory journal articles that were cited most frequently were analyzed further to examine their citation patterns.

FINDINGS

The majority (n = 148, 72.55%) of the articles that cited a predatory publication were research reports. Most commonly, the predatory article was only cited once (n = 117, 61.58%). Most (n = 158, 82.72%) of the predatory articles, though, were used substantively, that is, to provide a basis for the study or methods, describe the results, or explain the findings. The four articles in Phase 2 generated 38 citations in legitimate journals, published from 2011 to 2019, demonstrating persistence in citation. An evaluation of the quality of these articles was mixed.

CONCLUSIONS

The results of this study provide an understanding of the use and patterns of citations to predatory articles in legitimate nursing journals. Authors who choose predatory journals as the channel to disseminate their publications devalue the work that publishers, editors, and peer reviewers play in scholarly dissemination. Likewise, those who cite these works are also contributing to the problem of predatory publishing in nursing.

CLINICAL RELEVANCE

Nurse authors should not publish their work in predatory journals and should avoid citing articles from these journals, which disseminates the content through the scholarly nursing literature.

Planning and managing a complex multisite study in the age of technology

A 2-year long, multisite research study that evaluated cardiopulmonary resuscitation skill decay among nursing students was conducted at 10 schools of nursing across the United States. The study was conducted in two phases and required carefully timed sessions for skill performance. Multisite studies in nursing education need to be carefully planned. Time delays should be anticipated with processes and Institutional Review Board protocols across sites. All team members were trained and consistently supported during the entire study. While challenges and obstacles were identified, innovative solutions were implemented that assisted the research team to successfully complete the study. The use of new and existing technology allowed the team to surmount many of the challenges encountered in this study. The purpose of this article is to describe the logistics, processes, challenges, and lessons learned related to conducting a complex multisite study.

An analysis of nursing citations and disciplinary characteristics in 79 articles that represent excellence in nursing publication

Development of the knowledge base for a profession depends on research and scholarship that builds on the insights and work of scholars within the discipline and is disseminated through the literature. The purpose of this study was to examine a unique collection of 79 articles selected by editors as representative of their nursing journals. Articles were assessed for congruence with long-standing values and conceptual definitions of nursing, and the extent to which they built on prior literature published in nursing. Articles were scored based on whether they reflected four characteristics of nursing as a discipline (holism, social context, goal of health, and consistency with common definitions of nursing); an abstract score on the extent to which the title, abstract, or keywords indicated a general focus on nursing; and a distinction score based on whether the article distinguished nurses or nursing from other providers. Fifty of the articles received an article score of 4, indicating all four disciplinary characteristics were present in the article's content. While the majority of the articles were congruent with fundamental nursing values and perspectives, only 28% of the sources cited were from nursing sources. The lack of citations to nursing literature, coupled with an assessment that reveals gaps in substantive content that builds on nursing knowledge, raises questions about the future of nursing perspectives in the literature.

Citations of articles in predatory nursing journals

BACKGROUND

Nursing journals from predatory publication outlets may look authentic and seem to be a credible source of information. However, further inspection may reveal otherwise.

PURPOSE

The purpose of this study was to analyze publication and dissemination patterns of articles published in known predatory nursing journals.

METHOD

Using Scopus, reference lists were searched for citations from seven identified predatory nursing journals. Bibliographic information and subsequent citation information were then collected and analyzed.

FINDINGS

A total of 814 citations of articles published in predatory nursing journals were identified. Further analysis indicated that these articles were cited in 141 nonpredatory nursing journals of various types.

DISCUSSION

Predatory nursing journals continue to persist, yet fewer may now be in existence. Education and information may help authors and reviewers identify predatory journals, thereby discouraging submissions to these publications and hesitancy among authors to cite articles published in them.

Improving infection control practices of nurse anesthetists in the anesthesia workspace

BACKGROUND

Anesthesia providers commonly cross-contaminate their workspace and subsequently put patients at risk for a health care-acquired infection. The primary objective of this project was to determine if education and implementation of standardized infection control guidelines that address evidence-based best practices would improve compliance with infection control procedures in the anesthesia workspace.

METHODS

Patient care-related hand hygiene of nurse anesthetists was observed in 3 areas of anesthesia practice before and 3 weeks and 3 months after staff education, placement of visual reminders, and the implementation of infection control guidelines. After the observation periods, the percent compliance on the part of the providers was calculated for each of the 3 areas of anesthesia practice, and the results were compared using the Fisher exact test.

RESULTS

There were a total of 95 observations performed during the 3 observation periods. When compared with preimplementation baseline data, there was a 26.2% increase in the number of providers compliant with hand hygiene practices after airway instrumentation (P = .029) and a 71.9% increase in the number of providers who separated clean from contaminated items in the workspace (P = .0001).

CONCLUSIONS

Education, visual reminders, and standardized infection control guidelines were shown to improve compliance with infection control best practices in a group of nurse anesthetists.

Characteristics of E-Mail Solicitations From Predatory Nursing Journals and Publishers

Predatory publishers solicit manuscripts through e-mail invitations to potential authors, with the goal of enticing authors to submit a manuscript to the journal. This descriptive study examined the characteristics of 206 e-mail invitations from predatory journals and publishers sent to faculty and students in a school of nursing over a 10-week period. Characteristics of these e-mails included use of flattering language, due dates for submissions close to the date of the e-mail sent, requests for general topics, and awkward phrases. However, many e-mails did not have characteristics that clearly identified them as coming from a predatory journal or publisher. Education on predatory publishing is needed for all nurse authors, specifically how to identify and confirm whether a journal is predatory or legitimate. J Contin Educ Nurs. 2018;49(4):171-177.

Doulas in the Operating Room: An Innovative Approach to Supporting Skin-to-Skin Care During Cesarean Birth

INTRODUCTION

Skin-to-skin care (SSC) immediately after birth is recommended for all women and their newborns. Barriers to SSC after cesarean birth lead to delays in initiation of this practice. The purpose of this quality improvement project was to implement an innovative approach with volunteer doulas to support initiation of SSC after cesarean for all clients.

PROCESS

Volunteer doulas in a well-established hospital-based program within an academic health center were trained to provide care during scheduled cesarean births in the operating and recovery rooms. Data on rate and time of SSC and client and nurse satisfaction were collected for a 12-week period.

OUTCOMES

Sixty-six women received doula-supported care in the operating room. All medically stable woman-newborn couplets with complete data (N = 58) initiated SSC in the operating room and were included in the data analysis. Forty-eight women completed a feedback survey after birth. Scores indicated that clients agreed or strongly agreed that the doula was an important part of the birth experience. Feedback from labor and delivery nurses indicated highly positive attitudes about the importance of SSC and the presence of volunteer doulas. All nurses surveyed who had participated in doula care (n = 20) agreed or strongly agreed that they were satisfied with the doulas and that the doulas were prepared for this role.

DISCUSSION

This project demonstrates that volunteer doulas can be prepared to provide supportive care to clients during and immediately after cesarean birth. Doulas can play an integral role in supporting the initiation of SSC after cesarean birth and are perceived as an important member of the maternity health care team by clients and nurses.

Negative Effects of "Predatory" Journals on Global Health Research

Predatory journals (PJ) exploit the open-access model promising high acceptance rate and fast track publishing without proper peer review. At minimum, PJ are eroding the credibility of the scientific literature in the health sciences as they actually boost the propagation of errors. In this article, we identify issues with PJ and provide several responses, from international and interdisciplinary perspectives in health sciences. Authors, particularly researchers with limited previous experience with international publications, need to be careful when considering potential journals for submission, due to the current existence of large numbers of PJ. Universities around the world, particularly in developing countries, might develop strategies to discourage their researchers from submitting manuscripts to PJ or serving as members of their editorial committees.

Negative Effects of "Predatory" Journals on Global Health Research

Predatory journals (PJ) exploit the open-access model promising high acceptance rate and fast track publishing without proper peer review. At minimum, PJ are eroding the credibility of the scientific literature in the health sciences as they actually boost the propagation of errors. In this article, we identify issues with PJ and provide several responses, from international and interdisciplinary perspectives in health sciences. Authors, particularly researchers with limited previous experience with international publications, need to be careful when considering potential journals for submission, due to the current existence of large numbers of PJ. Universities around the world, particularly in developing countries, might develop strategies to discourage their researchers from submitting manuscripts to PJ or serving as members of their editorial committees.

Grade Incentive to Boost Course Evaluation Response Rates

Abstract In most schools of nursing, students rate their satisfaction with courses and teachers at the end of the semester. Low response rates on these evaluations make it difficult to interpret the results. Students were incentivized to complete their course evaluations by adding 1-2 points to one test score in the course in exchange for 85 % or higher participation by the total cohort. Ongoing monitoring and communication to students by faculty during the process was critical to motivating students to complete course evaluations. When the incentive was employed, student participation ranged from a low of 90 % to a high of 100 % response rate. The added points did not change any of the students' grades. Incentivizing students to complete course evaluations is an effective strategy to boost response rates without changing final course grades.

Guidance Provided to Authors on Citing and Formatting References in Nursing Journals

Reference citations should be accurate, complete, and presented in a consistent format. This study analyzed information provided to authors on preparing citations and references for manuscripts submitted to nursing journals (n = 209). Half of the journals used the American Psychological Association reference style. Slightly more than half provided examples of how to cite articles and books; there were fewer examples of citing websites and online journals. Suggestions on improving accuracy of references are discussed.

Quality of Author Guidelines in Nursing Journals

Purpose

The aims of this study were to (a) describe the information provided in author guidelines in nursing journals, (b) assess the completeness of this information, and (c) identify the extent and types of reporting guidelines used in nursing journals.

Design

Content analysis of author guidelines for 245 nursing journals included in the Directory of Nursing Journals maintained at the International Academy of Nursing Editors website.

Methods

Using Research Electronic Data Capture, data on 19 criteria for completeness were extracted from published author guidelines. Additional details about journal requirements, such as allowed length of manuscripts and format for the abstract, were also recorded. Reliability was established by simultaneous review of 25 journals (10%) by the research assistant and a senior member of the research team.

Findings

Author guidelines were easily accessible at journal websites or through links to download the information. A majority (73.5%) had completeness scores of 75% or higher; six journals had guidelines that were 100% complete. Half of the journals used the American Psychological Association reference style, and 26.3% used the American Medical Association style. Less than one fourth had stated requirements to use reporting guidelines such as Consolidated Standards of Reporting Trials (CONSORT) and Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA).

Conclusions

Author guidelines for nursing journals are generally complete and informative. Although specific reporting guidelines such as CONSORT and PRISMA improve the accuracy and completeness of manuscripts on various types of studies, most nursing journals do not indicate use of these for manuscript preparation. Editors who want to improve their author guidelines should use the 19 criteria for completeness as a gauge for updating and revision.

Clinical Relevance

Nurses rely on the published literature to inform their practice and ensure that it is based on evidence. Guidelines for publishing in the scholarly literature assist clinicians and scholars to ensure that published articles are complete, current, concise, and accurate.

Student evaluations of teaching (SET): Guidelines for their use

Student evaluations of teaching (SET) provide a structured way of collecting feedback from students about the course and teacher's effectiveness. We reviewed literature describing use of SET across a broad range of disciplines in undergraduate and graduate education to provide guidelines for faculty in using SET in a nursing or other health professions program. On SET tools, students typically rate their satisfaction with a course and perceptions about the quality of the teaching. It is important to evaluate SET tools prior to their use including pilot testing tools with students because studies show students may not interpret items or questions on a SET tool as faculty intended. Common uses of the evaluation data from SET include improvement of courses and teaching, and for personnel decisions.

Multimedia Education Reduces Anxiety in Lung Transplant Patients

CONTEXT

A significant contribution to the success of lung transplantation is the recipient's ability to self-manage a multidrug regimen and follow complex instructions. Effective education has always been an integral component of the process of preparing patients to care for themselves post lung transplant. Impaired cognition, anxiety, and psychological distress, however, can decrease the retention of posttransplant care information provided during education sessions.

OBJECTIVE

This quality improvement project evaluated whether a multimedia education method compared to standard education method improves posttransplant care knowledge, anxiety, and satisfaction with the education experience in lung transplant patients and their caregivers.

METHODS

Two education methods groups, comprised of transplant patients and their primary caregivers, were compared: (1) historic control group who received the standard education (n = 19 dyads) and (2) multimedia group who received the new multimedia education (n = 18 dyads). Knowledge of posttransplant care was evaluated in both groups before and after receiving the education. A satisfaction survey was administered at the end of the education program.

RESULTS

A significantly higher percentage of patients receiving the multimedia method reported gains in posttransplant care knowledge ( P = .05), less anxiety about the transplant surgery ( P = .02), and satisfaction with the education method ( P = .02) when compared to those receiving the standard method. Caregivers and transplant team member also indicated that the multimedia method was more effective than the standard method.

CONCLUSION

Multimedia methods decrease anxiety and increase satisfaction with the education experience when preparing patients for lung transplantation.