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7/5/13 PEDIATRIC NURSING JOURNAL
A JANNETTI PUBLICATIONS INC. JOURNAL
JANUARY/FEBRUARY 2010 – Vol. 36 No. 1
www.pediatricnursing.net
Inside this Issue
Magic as a Therapeutic
Intervention to Promote
Coping in Hospitalized
Pediatric Patients
VOLUME 36, NUMBER 1, PP. 1-68
Community Environment
Quality Knowledge and
Awareness among Nurses:
Developing and Piloting an
Assessment Survey in
Schools
Outdoor Air Pollution and
Children’s Health
Incorporating
Environmental Health into
Nursing Practice: A Case
Study on Indoor Air Quality
Nurse Practitioner Role in
Preparing Families for
Pediatric Outpatient
Surgery
Earn 3.5 Contact
Hours in this Issue
JANUARY/FEBRUARY 2010
How to Get
Published
Judy Rollins, PhD, RN
Elizabeth Ahmann, ScD, RN, ACC
29th
Annual Pediatric Nursing Conference
July 13, 2013
Objectives
  Identify a topic to develop into a manuscript for
publication.
  Identify at least one strategy for brainstorming
potential content around a topic.
  Discuss strategies for overcoming writer's block or
fear of writing.
  List the characteristics of a good manuscript. 1 7/5/13 Objective One:
Identify a topic to develop
into a manuscript for
publication.
Best Writing
Something you know about
Something you wonder about
Something you care about
Sources of ideas:
  Question you want to learn about
  Interesting case
  New practice
  Research study
  Group discussion
  Gap in the literature
2 7/5/13 Using a Focus Wheel to Narrow Topic
Objective Two:
Identify at least one strategy
for brainstorming potential
content around a topic.
BRAINSTORMING
  Purpose: to generate ideas on a topic
  Three methods:
  Mind dump – write all words or phrases that come
to mind about the topic for 10 minutes, then look
for categories of similar ideas
  Free writing – write continuously on the topic for
15 minutes, no stopping, even if you have to add
in nonsense, then sift through for “gems”
  Mind map – starting with your topic, lay out
categories, thoughts, and connections visually
_______________________________________________________________
For other methods, see:
http://www.unc.edu/depts/wcweb/handouts/brainstorming.html
3 7/5/13 Guidelines for Brainstorming
  Strive for quantity of ideas
  Include questions
  Record all thoughts
  Follow associations freely
  Welcome unusual ideas
  Avoid judgment or censoring of ideas in this
phase
HOW TO MINDMAP
www.msun.edu/.../nursing/.../CONCEPT%20MIND%20MAPPING.pdf
Note: From Stevens, 2006
4 7/5/13 Objective Three:
Discuss strategies for
overcoming writer's block or
fear of writing.
Writers Block?
Assess possible causes:
 Lack of clarity in thoughts
 Time constraints
 Stress when facing the page
 Self-consciousness or low confidence
Lack of clarity in thoughts
  Use brainstorming techniques – try several!
  Look at the structure of articles similar to what
you’d like to write.
  Read more about your topic.
  Use focusing wheels.
  Talk your subject through with someone, asking
them to take notes.
5 7/5/13 Time constraints
 Resign yourself to the fact that you’ve decided to
write!
 Set aside specific times to write – make
appointments with yourself.
 Pick a time with few distractions (early morning?)
 Set up deadlines by which you will give certain
pieces of your writing to a colleague for review.
Stress facing the page
  Mentally rehearse sitting down happily to write.
  Use positive affirmations: “I can do this!”
  Try deep breathing or progressive relaxation.
  Yawn, stretch, chew gum, sip water, pace.
  Make it into a game: “I am going to see how
much I can get written in 10 minutes!” or ”I am
going to eat chocolate after every paragraph!”
  Avoid perfectionism! “Just do it!”
Purdue Online Writing Lab:
Self-consciousness / low
confidence
  Break the writing into discrete steps and tackle
just one step at time.
  Make yourself write down something for each
step, no matter how “good”, and move on to the
next step.
  Celebrate completion of each step!
  Remember: the first draft can/will be revised.
  Work with a partner or team.
  Use the tips for “Stress facing the page.”
6 7/5/13 Other tips for “writer’s block”
  Begin anywhere – middle, end, a chart or graph.
The reader will never know where you started!
  Always stop at a point where you know what you
plan to say next – it’ll be easier to start again.
  Tape yourself talking about the topic, then
transcribe what you said.
  Change the audience: pretend you are writing
to your mother, a close friend, a child.
  Play a role – pretend you are someone else
writing the paper!
Team Writing
  Divide up the parts
  Select one person to be
lead author
  Communicate regularly
  Set deadlines
  Celebrate success
Objective Four:
List the characteristics of a
good manuscript. 7 7/5/13 Ten Steps to Effective Writing
1. 
Control sentence length and style.
2. 
Trim all unnecessary words.
3. 
Include only one idea in each sentence.
4. 
Keep your words simple.
5. 
Put yourself in the reader’s shoes.
6. 
Use transitional words.
7. 
Use specific not abstract words.
8. 
Use positive, strong, colorful, definitive language.
9. 
Organize ideas and sentences.
10. 
Review, cut, review, cut.
Control sentence length
and style.
Trim all unnecessary words.
8 7/5/13 Include only one idea in
each sentence.
Keep your words simple.
Put yourself in the reader’s
shoes.
http://ysr1.deviantart.com/
9 7/5/13 Use transitional words.
Use specific not abstract
words.
Use positive, strong, colorful,
definitive language.
10 7/5/13 Organize ideas and
sentences.
Review, cut, review, cut.
People First Language
Labels that Stereotype and Devalue
People First Language
The handicapped; the disabled
People, individuals with disabilities;
child with a disability
Normal children
Typical children; typically
developing child
The mentally retarded; Down’s child Children with intellectual and
developmental disabilities; child has
a cognitive impairment; child with
Down syndrome
The mentally ill; the emotionally
disturbed
Children with a mental illness; child
who has an emotional disability
Child is learning disabled
Child has a learning disability
11 7/5/13 People First Language
Labels that Stereotype and Devalue
People First Language
The deaf
Child who is deaf; has a hearing
impairment/loss; is hard of hearing
The blind
Child who is blind; has a visual
impairment, low vision
An epileptic; a victim of epilepsy
Child who has epilepsy; has a
seizure disorder
Wheelchair bound; confined to a
wheelchair
Child who uses a wheelchair; child
with a mobility impairment; walks
with crutches
Child with a birth defect
Child has a congenital disability
Child suffering from leukemia
Child has leukemia
Gender Issues
Issue
Examples
Males, females
Men, women, boys, girls,
adults, children,
adolescents, young people
Generic “he”
Rephrasing
Plural nouns and pronouns
He/she or (s)he
Alternating he and she
“He or she,” or “she or
he” (use sparingly)
Putting it All
Together
  Title page
  Abstract
  Body of manuscript
  References
  Tables and figures
12 7/5/13 Your New Best Friend
Two hospitals’ designs-1
The Influence of Two Hospitals’ Designs and Policies on Social
Title Page
•  Running head
•  Title of manuscript
•  Author byline
•  Institutional affiliation
•  Contact information
•  Acknowledgements
•  Key words
Interaction and Privacy as Coping Factors for Children with Cancer
and Their Families
Judy Rollins, PhD, RN, is President, Rollins & Associates, and Adjunct
Assistant Professor, Department of Family Medicine and Department of
Pediatrics, Georgetown University School of Medicine. Washington, DC.
Address for correspondence: Judy Rollins, PhD, RN, 1406 28th Street, NW,
Washington, DC 20007; e-mail: [email protected].
Acknowledgements. The author would like to acknowledge the
International Society of Nurses in Cancer Care and the Paediatric Oncology
Division of the Leicester Royal Infirmary for funding this study, the children
who so graciously shared their experiences, and the assistance from the
dedicated team members in the United Kingdom and the United States who
lovingly care for them.
Key words: hospital design; cancer; child, hospitalized; adaptation,
psychological
Abstract
  Problem
  Participants
  Method
  Findings
  Conclusion
As health-related research on children shifts from
seeking information about children to seeking
information directly from them, researchers
recognize the need for developmentally appropriate
methods such as drawing to help children
communicate their experiences. This international
study sought to (a) explore and compare the nature of
stressors of everyday life and disease that children
with cancer in the United Kingdom and the United
States experience, (b) explore and compare the
coping measures they use to mange these stressors,
and (c) examine the use of drawing to enhance
communication. Participants included 22 children
ages 7 to 18 years, 13 boys and 9 girls receiving
treatment for cancer in the United Kingdom and the
United States. Quantitative and qualitative methods
were used within a grounded theory approach and
included drawing to accompany the traditional
grounded theory methods of interview and
observation. Findings indicate that children,
regardless of their ethnicity and other cultural
components, respond to the childhood cancer
experience in a similar manner. The use of drawing
enhanced communication through direct visual
expression and/or through verbal expression via the
“campfire effect.”
13 7/5/13 Abstract with Headings
Abstract
Background: Evaluation of peripheral perfusion is a standard practice in Pediatric
Intensive Care Units (PICUs), which includes the qualitative assessment of foot
warmth. Available with some bedside monitors, is the perfusion indicator derived
from the pulse oximetry signal.
Objectives: To describe the correlation between RN qualitative assessment of foot
warmth, measured foot temperature, and perfusion indicator.
Methods: Simultaneous measurements of qualitative foot warmth, measured foot
temperature, and perfusion indicator value were obtained on 39 critically ill children
newborn to 18 years, at least every 2 hours for 48 hours, with 859 measurements
completed.
Results: There was a positive correlation between all three parameters (p = <0.0001),
however, there was a large amount of variability within groups.
Conclusion: Qualitative assessment of foot warmth and peripheral perfusion
indicator may be helpful in assessing the perfusion in critically ill pediatric patients,
but neither is predictably specific as compared to measured foot temperature.
Body of the Manuscript
•  Research
•  Literature review
•  Clinical
•  Quality Improvement
•  Case studies
•  PICO
•  Theoretical
•  Methodological
Ask yourself…
1.  What did you investigate? Why?
2.  What did you do?
3.  What did you find out?
4.  What do your results mean? So what?
14 7/5/13 End of the trail…
References
  Are they current? Exception:
a classic.
  Did you include ones that
you bumped into
repeatedly?
  Are all of them there? Are
they complete?
  Did you use the appropriate
style throughout?
End of the trail…
Tables and Figures
  Did you give each table or
figure its own page?
  Have you included written
permission to use materials
of others?
  Are photos of good quality?
  Have you included a
caption, credit, and/or
permission?
Proofread
1.  Usual things: spelling, typos, punctuation
2.  Verb tense
3.  Active voice
4.  Gender & people first language
5.  Headings
15 7/5/13 Submit!
Follow submission instructions
One journal at a time
Celebrate!
Manuscript:
Manuscript Title:
Review
DATE SENT:
DATE DUE:
Please evaluate the following by placing an X in the correct box:
Adequate
  Ratings
  General Comments
Inadequate
(please describe in
written review)
Not Applicable
(please describe in
written review)
Content accuracy, depth,
referenced
Attention to relevant literature
Clinical relevancy and application
Organization, focus, clarity
Writing style
Research design if applicable
Data analysis if applicable
Rank this manuscript for its value (please place an X in the appropriate box):.
  For author
  For editor
  Marked up pages
lowest
middle
highest
Value of topic
Probable reader interest in topic
Importance of present contribution to nursing
Potential for Continuing Education (CE) activity*
Quality of the written presentation
Priority of topic for publication
Reviewer’s Recommendation (please place an X next to the appropriate choice):
Accept without revisions
Reconsider with revisions (re-review)
Accept with some revisions
Needs extensive revision (re-review)
Reject
*How many contact hours should be awarded with this manuscript if accepted for Continuing Education? (i.e. How
many minutes did it take you to read and understand it?)
< 30 minutes
30-45 minutes
45-60 minutes
60-90 minutes
> 90 minutes
Please make your general comments on page 2, addressing points that support your recommendation (a) to
accept for publication with the following revisions… or (b) to not accept for publication because...
Other comments to assist the author in revising the manuscript may be added in bold, caps, and any dark color
other than black directly in the manuscript file.
Please email this score sheet and the manuscript (if you’ve marked comments) back to Joe Tonzelli
([email protected]) by the given deadline. Marking comments in the manuscript is strongly encouraged, as
it is always helpful to us!
Reviewer Name
Date
Most Common Flaws
1.  Inadequate literature review
2.  Inappropriate citations
3.  Unclear introductory section
4.  Ambiguous research question or unclear description of the topic
5.  Inadequate sample description
6.  Inadequate description of methodology
7.  Inadequate account of measures
8.  Questionable statistical analysis
9.  Inappropriate statistical techniques
10.  Poorly crafted or conceived discussion
11.  Discussion goes beyond the data and offers unwarranted
conclusions
12.  Flaws in writing style
13.  Excessive length
16 7/5/13 What Happens Next?
1.  Letter
2.  Revisions
3.  Acceptance?
Common Queries at Copy Editing
 
 
 
 
 
 
Correct terminology: The researcher then intervened with 11 of the awake patients by providing an
activity that used toys and a child life teacher (AU: SPECIALIST?).
Content: Persons remembered included the nurses, physicians, (AU; FAMILY?), and friends.
Clarification: Both tertiary care PICUs admit children aged newborns through adolescence with all
types of medical and surgical problems, with the exception of cardiovascular surgery in the East
Coast PICU. (AU: THE EAST COAST SITE HAD CARDIOVASCULAR SURGERY OR DID
NOT? PLEASE CLARIFY.)
Definition: The participants in this study were 15 mothers whose infants were receiving care in a
32-bed Level III neonatal intensive care unit (AU: PLEASE DEFINE WHAT A LEVEL III
MEANS.)
Missing stuff: All 35 respondents completed the demographic questions appropriately. Of these, 33
were female (94.35); the highest numbers of respondents were between 26–35 years of age (13)
(AU: WHAT WAS THE MEAN?).
Elements of a reference: Freeman, L., Mokros, H., & Poznanski, E. (1993). Violent events
reported by normal school-aged children: Characteristics and depression correlates. Journal of the
American Academy of Child Adolescent Psychiatry, (AU: PLEASE ADD VOLUME NUMBER),
49–423.
Page Proofs
  Timing
  Proofing
  Problem spots
  Author alternations
17 7/5/13 Publication!
Helpful Websites
  APA style website:
  JPI Guidelines for Authors:
  Purdue Online Writing Lab:
  University of Florida College of Nursing, Research
Center:
18 Bibliography
American Psychological Association. (2006). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
Bem, D. (2002). Writing the empirical journal article. Retrieved February 21, 2006, from
http://dbem.ws/WritingArticle.pdf
Carver, R. (1984). Writing a publishable research report in education, psychology, and
related disciplines. Springfield, IL: Charles C. Thomas.
Chalfee, R., & Valencia, R. (2001). APA guide to preparing manuscripts for journal
publication. Washington, DC: American Psychological Association. Accessed
July 14, 2005, from http://www.apa.org/journals/authors/guide.html
Hiemstra, R. (2005). Writing articles for professional journals: An APA primer. Retrieved
February 21, 2006 from http://www-distance.syr.edu/apa5th.html
Miller, B., & Keane, C. (2005). Miller-Keane Encyclopedia and dictionary of medicine,
nursing, and allied health. Philadelphia: W.B. Saunders Company.
Schilling, L. (2005). Publish or perish: Writing under pressure. Pediatric Nursing, 31(3),
234, 236.
Stoner, M. (2001). Comparison of APA writing software. Online Journal of Nursing
Informatics, 5(1). Retrieved February 22, 2006, from http://www.respirosweb.com.ar/jump.php?url=http://www.eaaknowledge.com/ojni/ni/dm/51/apa_writing_software.htm
Strunk, W., & White, E. (2000). The elements of style (4th ed.). Boston: Allyn and Bacon.
99 Other Ways to Say “He/She Said”
added
feared
disagreed
deplored
designated
noted
termed
lamented
expected
contended
refused
assessed
approved
agreed
pledged
boasted
believed
proposed
cautioned
defined
disclosed
informed
continued
recalled
maintained
conceded
debated
qualified
held that
revealed
concluded
called
attacked
recommended
rejected
posed (question)
called for
reported
confirmed
called on
declared
considered
categorized
laid out
suggested
defended
testified
indicated
opposed
charged
assured
announced
demanded
introduced
commented
conferred
argued that
claimed
told
estimated
regarded
challenged
promoted
advanced
insisted
pointed out
wondered
stated
acknowledged
stressed
conjectured
presented
described
asked
urged
accused
singled out
requested
advised
predicted
pointed to
promised
credited
expressed
cited
condemned
emphasized
listed
replied
backed
detailed
identified
exhorted
favored
saw reason to
praised
spelled out
outlined
criticized
Quick Scan
1. Read the abstract.
•
Is the problem defined?
•
Is the topic of what is to be covered clear?
•
Are details on the sample, methods, and findings presented?
•
Are conclusions/implications described?
2. Examine the full manuscript.
•
Is the length reasonable for the topic and within page requirements?
•
Are sections of the paper more or less balanced?
3. Scan the paper’s headings.
•
Are they well-organized?
•
Does a clear structure emerge?
4. Scan the references.
•
Are the most relevant references cited?
•
Are they current?
•
Are they in the journal’s style?
5. Scan the tables and figures.
•
Do they portray the information clearly?
•
Do they supplement rather than duplicate information?
•
Are they well constructed and in the journal’s style?
6. Read a couple of lines from each section of the paper.
•
Do you want to bring out the red pen?
•
Does the writing seem sloppy?
•
Are there long paragraphs (more than a page) or long sentences (more than
three lines)?
•
Does the author communicate skillfully?
Note. Adapted in part from Chalfee, R., & Valencia, R. (2001). APA guide to preparing manuscripts for journal publication.
Washington, DC: American Psychological Association. Accessed July 14, 2005, from http://www.apa.org/journals/authors/guide.html
Research Study Manuscript Template Review Manuscript Template Systematic Review Manuscript Template Clinical Manuscript Template Sampling of Manuscript Templates 1.
2.
3.
4.
Abstract Introduction Literature review Methods • Participants • Instruments • Procedure • Data analysis) 5. Results 6. Discussion 7. Implications/significance 1. Abstract 2. Definition and clarification of the problem 3. Summary of previous investigation/state of research 4. Identification of relations, contradictions, gaps, and inconsistencies 5. Suggested next steps in solving the problem 1. Abstract 2. Introduction 3. Methods • Criteria for including studies • Identification of studies • Study selection • Data extraction • Quality assessment • Data analysis 4. Results 5. Discussion 1. Abstract 2. Classification/definition, history 3. Epidemiology (incidence; prevalence; ethnic, age, & gender distribution; etc.) 4. Signs, symptoms, characteristics 5. Causes, risk factors, genetics 6. Pathophysiology/mechanism 7. Diagnosis 8. Prevention/screening 9. Treatment/management 10. Prognosis 11. Society and culture (stigma, economics, religion, legal issues, etc.) 12. Research direction PICO Manuscript Template 1.
2.
3.
4.
5.
6.
Quality Improvement Template 1.
2.
3.
Abstract Introduction The PICO Question The Search for the Evidence Presentation and Critical Appraisal of the Evidence Implications for Clinical Practice and Future Research Abstract Introduction Description of the problem • Description of the original process or procedure • Rationale for the desired improvement or driving force for change 4. Description of the setting of the project 5. Statement of goals or intended outcomes 6. Brief, focused review of relevant evidence supporting the need for a process change, including guidelines and regulations 7. Project methods • Overall design of the project or approach to improvement • Sample and sampling technique • Procedures for protection of participants’ rights, including IRB approval level (if necessary) • Measurement techniques used, including evidence of measurement of reliability and validity • Data collection methods • Data analysis methods 8. Implementation, including how barriers to change were overcome and facilitators for change were optimized 9. Results or outcomes 10. Discussion, including lessons learned 11. Conclusions, including ultimate decision about whether or not to implement a permanent change in the process or procedure