Graduate student-faculty collaboration in research and publication

Factors Associated with Publication of Research Projects from a Canadian Master of Science Degree Programme in Physical Therapy

Purpose: The purpose of this study was to describe the nature and extent of publications and to evaluate whether lead advisor role and experience, data collection tool, sample size, and research topic predict publication for research projects completed as part of a Canadian Master of Science in Physical Therapy (MScPT) programme. Method: We conducted a quantitative, cross-sectional, retrospective review of projects completed between 2003 and 2015 and confirmed publication status through citations of published work, a literature search, and a survey of advisors. We used descriptive statistics to describe the nature and extent of publications and logistic regression to analyze potential predictor variables. Results: Between 2003 and 2015, 44.5% of the 218 projects completed were associated with at least one peer-reviewed journal publication, and there was a seven-fold increase in annual publication rate. Projects led by a scientist or researcher ([OR] = 3.09; 95% CI: 1.15, 8.35), qualitative projects with 10 or more participants ([OR] 6.22; 95% CI: 1.96, 19.78), and quantitative projects with more than 50 participants ([OR] = 2.29; 95% CI: 1.14, 4.63) were associated with an increased likelihood of publication. Conclusions: MScPT research is published at a moderate rate, and annual publication rates increased between 2003 and 2015. Encouragement to obtain adequate sample sizes and additional support for clinician-led projects may enhance publication rates and, ultimately, bridge gaps in research-to-practice integration.

Retrospective Review of Student Research Projects in a Canadian Master of Science in Physical Therapy Programme and the Perceived Impact on Advisors' Research Capacity, Education, Clinical Practice, Knowledge Translation, and Health Policy

Purpose: This study's aim was to characterize the nature of students' research conducted for a Master of Science in Physical Therapy (MScPT) degree programme at a Canadian university and evaluate the lead advisors' perspectives of its impact on their research capacity, education, clinical practice, knowledge translation, and health policy. Methods: We conducted a quantitative, cross-sectional, retrospective review of research reports from 2003 to 2014 to characterize the MScPT students' research and a quantitative, cross-sectional e-survey of lead research advisors to evaluate the impact of this research. Results: Data were abstracted from reports of 201 research projects completed between 2003 and 2014. Projects were conducted primarily in university-affiliated hospitals (41.6%) or the university's physical therapy department (41.1%), and the majority (52.5%) had a clinical focus. Of the 95 lead advisors of 201 projects, 59 advisors (response rate 62.1%) of 119 projects completed the survey questionnaire. The respondents most frequently identified clinical practice (45.1%) and advisors' research capacity (31.4%) as areas positively affected by the students' research. Conclusions: The MScPT students' research projects facilitate the conduct of extensive research internally and across affiliated hospitals. This research appears to advance not only clinical practice but also the ability of lead advisors to undertake research.

Establishing a Collaboration Contract to Facilitate Team Performance

Effective collaboration is essential for team projects whether related to research, evidence-based practice, or quality improvement efforts and is especially relevant to the doctor of nursing practice (DNP)-prepared nurse (American Association of Colleges of Nursing [AACN], 2006). High-quality projects are accomplished through planning and organization and cannot be left to chance (Yonge, Skillen, & Henderson, 1996). A collaboration contract negates the "left to chance" philosophy by promoting clarity of roles, responsibilities, and team processes. Seven "Cs" of collaboration (contribution, communication, commitment, compatibility, consensus, credit, and cohesion) provide a guiding format for essential components of a contract (Govoni & Pierce, 1997; Lancaster, 1985). This article describes these components and the process for establishing a collaboration contract. An example of a contract is provided that can serve as a template for team projects. Approaches to adapting the contract for use with teams of varied composition are shared. A collaborative contract, along with professional conduct standards, supports achievement of the team goal.

Publication Syndicates: In Support of Nursing Scholarship

BACKGROUND

Within the university sector, one's corporate worth is, to a great extent, measured by research output, including refereed publications. Currently, only 7% of nurse academics publish each year. If nurses are to be competitive in the university arena and close the research-practice gap, they must be encouraged to publish.

METHOD

This article examines publication rates within nursing, explores the role publication syndicates can play in supporting manuscript development, and offers a case study on the development of a publication syndicate within a School of Nursing at Griffith University, Australia.

RESULTS

Syndicate members increased their publication rates two-fold, engaged in additional collaborative ventures, and demonstrated a renewed interest in writing for publication.

DISCUSSION

Case study results confirmed that publication syndicates can decrease manuscript development time, increase the quality of work, influence productivity, and support collaborative faculty activities.

Mentoring students and junior faculty in faculty research: a win-win scenario

The concept of mentoring in nursing has focused primarily on moving novice nurses to a more advanced level of expertise in the clinical setting. With the growing emphasis on expanding evidence-based practice in nursing, however, mentoring within the context of research is becoming increasingly important. This article describes the many reciprocal benefits of research mentoring for students, junior faculty, and senior faculty researchers as well as for colleges of nursing and nursing science. Suggestions for implementing processes that facilitate successful mentoring within a research setting also are offered.