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Writing for Publication: Faculty Development Initiative Using Social Learning Theory


Metadata FieldValueLanguage
dc.contributorBonnie K. Sandersonen_US
dc.coverage.temporal2012en_US
dc.creatorSanderson, Bonnie K.
dc.creatorCarter, Matt
dc.creatorSchuessler, Jenny B.
dc.date.accessioned2019-11-05T15:12:03Z
dc.date.available2019-11-05T15:12:03Z
dc.date.created2012-09
dc.identifier10.1097/NNE.0b013e318262eae9en_US
dc.identifier.urihttps://journals.lww.com/nurseeducatoronline/Fulltext/2012/09000/Writing_for_Publication__Faculty_Development.12.aspxen_US
dc.identifier.urihttp://hdl.handle.net/11200/49634
dc.description.abstractDemonstrating scholarly competency is an expectation for nurse faculty. However, there is hesitancy among some faculty to fully engage in scholarly activities. To strengthen a school of nursing’s culture of scholarship, a faculty development writing initiative based on Social Learning Theory was implemented. The authors discuss this initiative to facilitate writing for publication productivity among faculty and the successful outcomes.en_US
dc.formatLinken_US
dc.format.extent5 pagesen_US
dc.publisherWolters Kluwer Health, Inc.en_US
dc.relation.ispartofNurse Educatoren_US
dc.relation.ispartofseries1538-9855en_US
dc.rightsFollowing a 12-month embargo period, Nurse Educator allows links to publications to be posted in institutional repositories.en_US
dc.subjectSocial Learning Theoryen_US
dc.subjectWriting Initiativeen_US
dc.subjectWriting in the Disciplines (WID)en_US
dc.subjectSchool of Nursingen_US
dc.subjectAcademic Writingen_US
dc.subjectFaculty Developmenten_US
dc.titleWriting for Publication: Faculty Development Initiative Using Social Learning Theoryen_US
dc.typeCollectionen_US
dc.type.genreJournal Article, Academic Journalen_US
dc.citation.volume37en_US
dc.citation.issue5en_US
dc.citation.spage206en_US
dc.citation.epage210en_US
dc.description.statusPublisheden_US
dc.description.peerreviewYesen_US

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