Activism Is an Essential Nursing Role

ABSTRACT

Nursing has a long history of activism, yet nurses are often heard to express their dislike of "politics" and their desire to stay away from the tense and contentious situations associated with political activism. Nurses, however, have a fundamental duty to advocate on behalf of their patients and communities. In this article, the authors discuss the rationale for and roots of political activism in nursing, the values that shape it, and the importance of nursing's stance on policies related to the health and well-being of those they serve. The authors also present exemplars of political activism and approaches nurses can use to address the pressing health care challenges of our time.

Introduction to decolonizing nursing

The fact that racism and other forms of discrimination and injustice have persisted in our own nursing communities despite our rhetoric of caring and compassion can no longer be denied. This fact gave rise to a webinar in which the scholars represented in this issue of Nursing Philosophy appear. The webinar centered on the philosophy, phenomenology and scholarship of Indigenous nurses and nurses of color. The authors of the articles in this issue are giving us the precious gift of their ideas. All of us, white scholars and scholars of color, must come together to receive this gift, learn from their words and their insight, debate the ideas, honor the perspectives, and consider ways that we can move this discourse forward to create new possibilities for nursing, new possibilities to shape the future development of our discipline.

Decolonizing nursing knowledge

This dialogue introduces the concepts of colonization and decolonization of nursing knowledge, the harms that have come from colonization, and the importance of engaging in the processes of decolonization as a means of achieving social justice and humanization for all. Specific options to decolonize nursing knowledge 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.

An Overdue Reckoning on Racism in Nursing

ABSTRACT

In response to the killing of George Floyd on May 25, 2020, and with a sense of urgency, the authors created and conducted a unique approach-a reckoning-to confronting racism in nursing. The project began with a series of five online discussions centering on the voices of nurses of color, followed by further ongoing discussions aimed at building antiracist capabilities for all participating nurses. This article describes the implementation and early outcomes of the project and provides its underlying principles, which are based on insights from activists and scholars whose work has focused on antiracist guidelines.

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.

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.

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.

Embracing the Focus of the Discipline of Nursing: Critical Caring Pedagogy

PURPOSE

To present a theoretical model that grounds teaching and learning in nursing in the focus, values, and ideals of nursing as a discipline.

ORGANIZING CONSTRUCTS

The critical caring pedagogy model was formed by integrating Falk-Rafael's theory of critical caring in public health nursing, Noddings' philosophy of caring education, and Chinn's theory of peace and power.

METHODS

The model of critical caring pedagogy was developed by logical analysis of the three organizing constructs and the conceptual relationships between and among these constructs. The analysis was informed by the authors' experiences implementing the theoretical constructs in teaching and learning.

CONCLUSIONS

When nurse educators ground teaching and learning practice in nursing's own theoretical and philosophic foundation, they teach nursing in powerful ways that show nursing values and ideals through action, revealing deeper meanings of the words that form texts, lectures, and objectives set forth in a curriculum outline.

CLINICAL RELEVANCE

Nursing students who experience education that is grounded in nursing's own disciplinary focus acquire an appreciation of nursing's disciplinary knowledge grounded in experience, paving the way for grounding their eventual practice in nursing theoretical perspectives.

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.

Thoughts About Advancement of the Discipline: Dark Clouds and Bright Lights

In this essay, several nurse scholars who are particularly concerned about the contemporary state of nursing science present their specific concerns (dark clouds) about the advancement of our discipline and the ways in which the concerns have been addressed (bright lights). This essay is the first of two essays that were catalyzed by Barrett's paper, "Again, What Is Nursing Science?" The second essay will be published in the next issue Nursing Science Quarterly.

Quality of articles published in predatory nursing journals

BACKGROUND

Predatory journals exist in nursing and lack the safeguards of traditional publishing practices.

PURPOSE

To examine the quality of articles published in predatory nursing journals.

METHOD

Randomly selected articles (n = 358) were reviewed for structural content and eight quality indicators.

FINDINGS

Two-thirds (67.4%) of the articles were published between 2014 and 2016, demonstrating the acceleration of publications in predatory nursing journals. The majority (75.9%) of the articles were research reports. Most followed the IMRAD presentation of a research report but contained errors, or the study was not pertinent to the nursing discipline.

CONCLUSIONS

Nursing research published in predatory journals may appear legitimate by conforming to an expected structure. However, a lack of quality is apparent, representing inadequate peer review and editorial processes. Poor quality research erodes the scholarly nursing literature.

Dialogue on Peace and Power

An analysis of how Peace and Power have evolved over time is described in this dialogue between Pamela Clarke and Peggy Chinn.

We’re All Here for the Good of the Patient

Two nurse scholars, whose works have centered on power and related concepts, discuss the ideas that have shaped their concepts of power. In this conversation, they reflect on factors that constrain nurses and nursing in organizations, and consider some possibilities that could lead nurses to realize their full potential and influence in the healthcare system.

Narrative criticism: a systematic approach to the analysis of story

Research reveals that writing about one's experiences offers an individual the opportunity to improve function, develop insight, and foster growth. Storytelling and story writing are pedagogical tools used frequently in practice professions. It is reasonable to see these writings as a rich source for research. They are vehicles for understanding human experience and aesthetic knowing. This article presents an innovation in the method used for analysis of stories. It is a blending of two established methods, those of narrative analysis as described by Riessman (1993), and aesthetic criticism by Chinn, Maeve, and Bostick (1997). The merging of both methods, termed narrative criticism, allows for a rich level of insight into unique human experiences.

An emancipatory study of contemporary nursing practice

Changes in health care facilities have created the necessity for individual nurses to change, eg, change jobs, pursue additional education, become independent entrepreneurs. There is a shortage of nurses that places stress on those who remain to care for an increasing number of persons with too few resources. The purposes of this study were to explore nurses' perceptions of the circumstances of their work lives and to describe the processes by which they can create change in these circumstances. The methodology was an emancipatory design combining tenets of critical inquiry and feminist research. The method used was a dialectical process of reflection and action (praxis). Three diverse groups of nurses met weekly over 6-10 weeks. Using the group process method, each group reflected on, discussed, and analyzed the phenomenon of practicing nursing today. The outcome of an emancipatory study is reflected in the power of the process. The group interaction increased awareness, promoted reflection on the status quo, and energized the groups to derive possible solutions to changing that status quo. It is not the solutions themselves that are as relevant as is the obvious cogency of the process to achieve individual and group emancipation. Six codifications reflected the themes that emerged and 5 processes for exploring untested feasibilities for change were identified. The participants perceived themselves more as subjects in their history than objects to be manipulated, capable of transforming a rather dismal situation of nursing practice into one that was critical, creative, and freer from constraints. The implication of this study is that nurses are encouraged to adopt and adapt this process of group interaction because of its demonstrated credibility to empower and validate the role that nurses have to derive and implement solutions to change their unsatisfactory status quo.

Learning and living health: college students' experiences with an introductory health course

Despite the Healthy People 2010 initiative and the national focus on promoting healthy lifestyle strategies, studies indicate that U.S. citizens are becoming more obese, and that rates of depression, diabetes, hypertension, homicide, and suicide are increasing. The college campus provides a microcosm of the health issues facing the nation, with college students' reports of increased risk behaviors evident in higher rates of smoking and binge drinking. Faculty in schools of nursing are in an ideal position to develop and provide health promotion and illness prevention programs, both for their own nursing students and for a broader campus-wide student population. This article describes a research study that course faculty conducted during the first year of implementation, designed to evaluate the extent to which participation in the "Introduction to Health" coursework and related activities influenced students' health-related behaviors.

The Effectiveness of Feminist Pedagogy in Empowering a Community of Learners

The purpose of this study was to determine whether a pedagogy grounded in feminist ideals has the potential to empower students to make changes consistent with those ideals in their personal and professional lives. In Phase I, qualitative data were collected through e-mail questionnaires from students in two nursing schools, one in Canada and one in the United States. Findings were used to identify an appropriate tool to measure the empowering influence of feminist pedagogy. In Phase 2, a pretest-posttest design used Barrett's Power as Knowing Participation in Change Tool (PKPCT) to measure student empowerment. A clinical setting was added in a third baccalaureate nursing program. A total of 218 students participated in seven course offerings-four classroom and three clinical. One hundred one matched pairs were obtained, for an overall response rate of 46%. Repeated measures ANOVA revealed that overall empowerment scores, as measured by the PKPCT, and classroom empowerment (CE), as measured by the addition of a variable (i.e., the ability to contribute in class), increased significantly from pretest to posttest. Interaction between Sites 1 and 2 was also significant. Regression analysis indicated posttest CE scores added to pretest PKPCT and CE scores provided a strong model to predict overall empowerment scores, measured by the PKPCT at Time 2 (R2 = .703). Despite limitations related to loss of follow up and low response rates at one site, the results of this study supported both hypotheses: that empowerment would increase over the course of the class in which feminist pedagogical principles were used, and that classroom empowerment is likely to extend beyond the classroom to personal and work environments.

Conversation across paradigms: unitary-transformative and critical feminist perspectives

The purpose of this article is to convey a conversation that occurred over a period of months between a unitary-transformative scholar and a critical feminist scholar. The intention of our conversation was to uncover, through dialogue and engagement, ways in which these two paradigms might help us understand the forces and conditions which impede and may liberate full expression of health and well-being. Areas of essential tensions addressed were the relationships of action and theory, sense and soul, stories and numbers, and aesthetics and empirics. Critical conversational points were notions of liberation, consciousness and social conditions, unpredictability and acausality, and potentials for reconciliation that would serve nursing and society. We concluded that although there are significant differences that exist between the two paradigms, there are areas in which we might begin to speak with one voice for the betterment of nursing and health care.

Aesthetic inquiry and the art of nursing

This article describes the development of aesthetic inquiry and the emerging conceptualization of the art of nursing as an art form. Aesthetic knowing, which emerges from aesthetic inquiry, is described as connoisseurship of the art of nursing and includes appreciation of the art form and insight into meanings of the art. A method of aesthetic criticism is described that links artistic experience, history, form, alternate meanings, and future possibilities. The inquiry yielded two essential elements of the art of nursing, movement and narrative, which, when manifested as an art form have the capacity to shift experience into a different realm.