Nursing Journals Read and Assigned Most Often in Doctoral Programs

Janice Templeton Gay, Ann Estes Edgil, Cathy Rozmus

Five doctoraifacutty members were randomly selectedfiom each faulty group of 35 doctoral procams in nursing to identtfv which nursing journals t h q read most ojten and which nursing journals thcy assign most o j e n to doctoral stu- dents. Five nursing journals were consistently ranked 1-4 as being read and assigned most ojlen. These journals are: Nursing Research, Advances in Nursing Science, IMAGE: Journal of Nursing Scholarship, Research in Nursing and Health, and Western Journal of Nursing Research. Implications for editors, reviewers and research consumers are discussed.

* * +

he number of nursing journals has steadily increased since the mid-1970’s. In McCloskey’s (1977) report of publishing opportunities for T nurses, 65 nursing and health journals were iden-

tified. A follow-up study (McCloskey & Swanson, 1982), surveyed 100 nursing and health journals. These same inves- tigators reported a second update in 1986 (Swanson & McCloskey, 1986). By this time, the number of nursing and health journals surveyed was 139. Although some journals included in the earlier studies are no longer available, others have begun publication since the 1986 update by Swanson and McCloskey. The 1988 Curnutatiue Index to Nursing and Allied Health Literature includes citations from approximately 300 nursing, allied health, and health-related journals.

The increase in the numbers of nursing journals and other health-related journals, as well as an increase in circulation figures, indicate that reading professional journals may be a major mechanism of continuing education for nurses. Also, to a great extent, nurse educators rely on nursing journals to provide pertinent, current information to meet their own learning needs and to facilitate student learning. Although nurse educators recognize the value of journal publications to faculty and students, they also know that selectivity in read- ing nursing publications is essential. As faculty, we tend to narrow our reading choices to the literature that best meets our personal learning needs. As faculty advising students, we tend to assign readings which we find useful or with which we are familiar.

Although burgeoning publishing opportunities and increas- ing circulation figures of numerous general nursing and spe- cialty journals are reported (Swanson & McCloskey, 1986), no studies were found to indicate which nursing journals are being read. Specifically which, of the myriad of journals, are influencing nurse educators and doctoral students? Specific aims of the study were to identify: (a) which general nursing journals are read most often by nurse educators who teach in doctoral programs in nursing, and (b) which journals are

assigned most often to students pursuing the doctoral degree in nursing.

Method Subjects were doctorally prepared nurse educators teaching

in nursing doctoral programs. Invitations to participate in the study were extended to each dean of the 45 schools listed in Doctoral Programs in Nursins 1986-87 (National League for Nursing, 1987). The deans who consented to participate were requested to select randomly five doctoral faculty for inclusion in the study. Upon receipt of the dean’s or their designee’s consent, five study packets were mailed to the con- senting individual at the school for distribution to selected faculty.

Consents to participate in the study were received from 35 of the 45 schools listed as offering doctoral programs in nurs- ing. Of the remaining ten schools, one dean responded that the school was closing, one dean suggested that the investiga- tors obtain the university’s publication listing names of fac- ulty, two deans declined to participate, and six deans did not respond. After deleting the one school reported to be closing, the participation rate from the 44 schools was 80 percent.

Each school was number coded and all questionnaires dis- tributed to the school carried the code number. Five study packets were mailed to 33 of the participating schools for dis- tribution to randomly selected faculty. Individual packets were mailed to five faculty members from two schools which requested this modification. In both of these schools, the deans supplied the faculty names to the investigators for indi- vidual mailings. One school which had only eight faculty members reproduced three of the questionnaires and distri- buted one to each faculty member. A total of 178 question- naires were distributed in the 35 participating schools. Of the 151 questionnaires returned, two were blank and four were received too late for inclusion in data analysis. The 145 usable questionnaires from faculty members produced a par- ticipation rate of 82 percent.

The 82 percent participation rate represented a return of all five questionnaires from 14 schools; four of five from ten schools; three of five from eight schools; two of five from one school, and one was received from one school only. From the school in which eight questionnaires were distributed, eight were returned.

JANICE TEMPLETON GAY, R.N., D.S.N., Nu, is a Professor, ANN ESTES EDCIL, R.N., D.S.N., Nu, is a Professor, and CATHY ROZMUS, R.N., M.S.N.. lord, IS a D.S.N. student and Medical Center Fellow a t the Uni- versity of Alabama School of Nursing, Birmingham. Correspondence to Dr. Cay, 4434 Hampton Heights Drive, Birmingham, Alabama 35209.

Accepted for publication July 10,1989.

246 IMAGE: Journal of NurSng Scholanhip

TABLE 1. Top Fkn Journals for Reading and student Assignment Reading

Cumulative Yo Journal #1 Ranked #1-#4

% Ranked

Nursing Research 38 87 Advances in Nursing Science 35 80 IMAGE 7 68 Research in Nursing and Health 5 54 Western Journal of Nursing Research 3 50

Instruments The type of doctoral degree offered by Gach school was

obtained from the listing from which the schools were selected. Numbers of doctoral faculty and numbers of doc- toral students of each school were obtained from the con- senting deans or their designees. Descriptive data for each participating faculty member included academic rank, the number of years they had taught in a doctoral program, and the type of doctoral degree held.

A one-page questionnaire was designed to allow ranking of journals used for personal reading and for student assign- ments. The 13 general audience journals listed in alphabetical order on the questionnaire were: Advances in Nursing Science, American Journal 5f Nursing, IMAGE, International Journal of Nursing Studies, Journal of Professional Nursing, Nursing ’88, Nursing and Health Care, Nursing Clinics of North Amm’ca, Nurs- ing Outlook, Nursing Research, Research in Nursing and Health, Scholarly Inquiry for Nursing Practice, and Western Journal of Nurs- ing Research.

Participants were instructed to rank the journals from those read most frequently (1) to those read least frequently (13). The same ranking for journals used in student assign- ments was requested. Participants were also requested to record and rank specialty nursing journals read most fre- quently by self and those used most frequently for reading assignments for doctoral students.

Journals included on the questionnaire were limited to journals classified as general nursing journals-journals directed toward nurses in genera1 as opposed to those journals whose focus is toward a specific role function or client popula- tion. Based on this definition, differences in Hayter’s (1984) list of journals and the journals included on the questionnaire were the deletion of R N and Nurse Practitioner. R N was deleted because it was not identified as a refereed journal (Swanson & McCloskey, 1986). Nurse Practitioner, was deleted and Scholarly Inquiry for Nursing Practice and Journal of Professional Nursing were included in the revision of the questionnaire following a review by doctoral faculty colleagues. Both of the added jour- nals were begun after Hayter’s report was published.

Student Assignment

YO Ranked Cumulative % #1 Ranked#1-#4 34 84 39 83

4 66 8 61 2 54

Results Five different doctoral degrees were offered by the 35

schools participating in the study. The Ph.D. degree was offered by 26 schools, the D.N.Sc. by four schools, the D.N.S. by three schools, the D.S.N. by one school, and the Ed.D. by one school.

Thirty-four schools provided data for numbers of faculty teaching and numbers of students enrolled in their doctoral programs. The total numbers reported were 509 faculty and 1,653 students. Numbers of faculty per school ranged from 5 to 45. A faculty complement of less than 15 was reported by

23 of the 35 schools, whereas only one school reported more than 40 faculty members.

Numbers of students enrolled per school ranged from 8 to 230. Twenty-three schools reported an enrollment of less than 50 students; four schools reported more than 100; and one school reported more than 200 students. The ratio of faculty to student ranged from 1 : < 1 to 1 : 14.

Academic rank and degree held were reported by 136 par- ticipants; years of teaching in a doctoral program was reported by 134 participants. The majority of the participants were Associate Professors (46 %). Professors comprised 37 percent of the sample, and Assistant Professors accounted for 17 percent of the sample. Degrees held were D.S.N. (15%), Ph.D. in Nursing (23%), Ph.D. in other fields (48%), and Ed.D. (14%). While only 16 percent of the participants had more than 10 years teaching, 21 percent reported less than 2 years experience at the doctoral level. The largest group, 37 percent, reported 2 to 5 years experience.

Five of the journals listed on the questionnaire were consis- tently assigned top rankings both for read most frequently and for student assignment. The journals were: (a) Nursing Research, (b) Advances in Nursing Science, (c) IMAGE, (d) Research in Nursing and Health, and (e) Western Journal of Nursing Research. The percentage of highest rankings and cumulative high rankings for read most frequently and student assign- ment are shown in Table 1. Cumulative high rankings of the 13 journals being read and being assigned are found in Table 2.

When asked to identify and rank specialty nursing jour- nals, the majority of participants chose only to list the jour-

TABLE 2. Cumulatlve (1-4) Rankingl of 13 Journals tW Reeding f

Reading Student Assignment AndForSludmtbaigmmnt e

Journal % Y O

Nursing Research 88 84 Advances in Nursing Science 80 83 IMAGE 72 72 Research in Nursing and Health 54 58 Western Journal of Nursing

Research 48 51 Nursing Outlook 30 20 Nursing and Health Care 18 12 Scholarly Inquiry for Nursing

Practice 13 19 Journal of Professional Nursing 11 13 American Journal of Nursing 8 3 Nursing Clinics of

North America 3 4 Nursing ’88 3 2

Studies 2 8 International Journal of Nursing

Volume 2 1, Number 4, Winter 1989 LLt I

Nursing Journals Read and Assigned Most Often in Doctoral Programs

nals; 91 different journals were listed. Although specialty nursing journals were requested, the types of journals listed were representative of several disciplines, for example: Har- vard Business Review, Hastings Center Report} Journal of Medicine and Philosophy, Journal of Applied Research, and Qualitative Sociol- ogy. Only six journals were listed by more than ten partici- pants. These six specialty nursing journals were: Journal o j Psychosocial Nursing} Journal of Nursing Administration, Maternal Child Nursing, Nursing Science Quarterly, OncoloD Nursing Forum, and Heart and Lung. An additional ten journals, also limited to nursing specialty journals, were listed by five to ten participants.

Discussion The most important finding of this study was that the

majority of nurse educators in doctoral programs chose to select the same five journals for reading and for student assignments. This finding has great implications regarding the responsibility of individuals making decisions about con- tent in these journals. These gatekeepers may not recognize the extent of their influence on nurse educators and the doc- toral education of students. But, as noted by Zinman (1966), an article in a reputable journal does not merely represent the opinions of its author; it bears the imprimatur of scientific authenticity, as given to it by the editor and the referees.

Swanson and McCloskey (1986) categorized journals according to editors’ evaluation of educational background and work focus of the audiences. Based on this categorization of journals, four of the five journals ranked as most fre- quently read and assigned were research journals. The one journal not classified as research was IMAGE which is included in the category of professional development.

Other researchers have solicited editors’ opinions regard- ing editorial responsibilities. Blank and McElmurry (1988) surveyed editors of various categories of nursing journals to determine editorial perception of their responsibilities. These researchers found that editors of research, scholarly, and pro- fessional journals define their editorial role in different ways. The major differences were that research journal editors con- centrated their efforts on maintaining and improving the quality of the journal; editors of scholarly journals were con- cerned with content issues, and editors of professional jour- nals focused on providing inspiration for nurses to develop to their fullest potential.

It would be interesting to know if the current editors of the four research journals ranked in this study would agree that the concentration of their efforts were on maintaining and improving the quality of the journal. Also, their perspective on the ongoing debate by nurse educators regarding issues of “Nursing Substance” (Meleis, 1987; Woods, 1987) would be of interest. What content/substance is being published in the research journals that students are having assigned to them?

Of similar importance is the finding that nurse educators are both reading and assigning the same journals. Although there are small differences in the ranking of selected journals for reading and student assignments, most of the rankings were similar. Data determining what students are actually reading is needed. Specifically, are student’s readings limited to faculty assignments and are students reading the same spe- cialty journals as faculty?

The response rate (82 %) generated from the participants indicates much interest in the study. This interest could be the result of the tremendous numbers of journals available and the pressures on faculty to evaluate and select journals of the most benefit to self and students. The numbers of spe- cialty journals listed by participants are indicative of the broad scope of journals now being read by some faculty. If the past trend for proliferation of health-related literature continues, these pressures on faculty will increase. a

References

Blank, J . L., & McElmurry, B. J . (1988). Editors of nursing journals. Nursing Out-

Hayter. J. (1984). Institutional sources of articles published in 13 nursing journals, 1978-1982. Nuning Research, 33,357-362.

McC1oskey.J. C. (1977). Publishing opportunities for nurses: A comparison of 65 jour- nals. Nurse Educator, July-August, 4-13.

McCloskey, J . C., & Swanson. E. (1982). Publishing opportunities for nurses: A com- parison of 100 journals. IMAGE, XIV(’2). 50-56.

Meleis. A. I . (1987). Revisions in knowledge development: A passion for substance. Scholarly Inquiry for Nuning Practice: An International Journal, 1( 1). 5-24.

National Lxague for Nursing. (1987). Doctoral programa in nursing 1986-87. The National Inague for Nursing: Council of Baccalaureate and Higher Degree Pro- grams Pub. No.

Swanson, E . . & McCloskey, J. C. (1986). Publishing opportunities for nurses. Nursing Outlook, 31.2’27-235.

Wcxds, N. F. (1987). Response: Early morning musings on the passion for substance. Scholarly Inquiry for Nursing Practice: An International Journal, l( I ) , 25-28.

Zinman. J . M. (1966). Public knowledge. The social dimension of science. Cambridge Univcnity Press.

look, 36(4), 179-181.

, New York: Author.

The Witom Respond= To separate opinionjom a scientific attmzpt to explain something is

not very da@cult. To place an “imprimatur o f scient$c authenticity ’ ’ on a work is more than can be expected J;om an editor or group o f reviewers. The scope of responsibility is much wi&. That has been demonstrated rather clearly by the)audulent expm.ments reported in some of the most prestigious journals.

Research publications should be the mirrors o f the quality o f science in a discipline. Ultimately, no publication can rise above the work sub- mitted by authors and the sophistication and discmment of readers. As an educator of doctoral students, I am not particularly interested in ped- dling infuence through assignments. I am interested inhrthming scien- tific discernment. Doctoral students who read only faculty assignments have their he& in the sand, Nobody can h a m much about discernment in that position.

A s the editor of Nursing Research, I can’t imagine what should or could be the major focus o f my attention 0 t h than maintaining and improving the quality of the j o u m l . Quality, o f course, is not simply something on which you concentrate. You work to achieve it. That work involves far more than most peopk realize. I n the case of most

journalr consigned to the care of academic editors, it means worrying about everything >om jnances to editing, in addition to the acadtmic conccms for which you have day to day responsibility. Finances trans- late to pages, layouts, advertising, allocating personal resources and a good many other things. Editing means keeping your cool under pressure j o m potential authors, minding your biases, playing watch dog and as current vernacular has it, “more. ’ )

Yes, I am interested in promoting quality. I n my book, it is the most

IMAGE: Journal of Nuning Schoknhip

Nursing Journals Read and Assigned Most Often in Doctoral Programs

important chapter on how to achieve excellence not only editorially but academically.

Florence Downs, R.N., Ed.D., F.A.A.N. Associate DedDirector of Graduate Studies School of Nursing University of Pennsylvania Editor, Nursing Research

Gay and colleagues have delivered an important message about the responsibility o f the individuals who make decisions about content in nursing literature. They have tapped one of the most important and i n j m t i a l factors that detmines the nature of the scholarly literature: mmrbers o f the discipline “sanction” certain literature by reading it, purchasing it, and recommending it to others. Without this economic and cognitive support, no journal would thrive or survive, regardless of what an editor may or may not do. Editors and publishers and stafs o f publishing houses work diligently to deliver what an intended audience might buy, but the survival of any litnature is circumscribed by this prevailing law o f k n d .

But another factor is the nature of the supply. Since most scholarly or academic journals work within certain notions of unsolicited material, we are dependent upon what the members of the discipline supply for content that is ultimately content in the journal. The content, quality, and substance are all built from the foundation of what appears on our desks for review. Since these journals are providing a model for new scholars for what they might someday send to us to considn for publica- tion, it occurs to me that we are working within a rather closed sys’rm.

I would ask all o f us to ponder how we might begin to push the lim- its bGyond the usually accepted n o m , to cut new paths and till new ground. A$er all, what we say we are all about is developing “new” knowledge. Regardless of our role in the scientijEc community of nurs- ing, we can inyfmce and Partic$ate in this crucial project.

Peggy L. Chinn, R.N., Ph.D., F.A.A.N. Professor, Dept. of Nursing

Editor, Advances in Nursing Science SUNY -Buffalo

Of course, editors try to improve the quality ofthe journal. To do hs is unprofessional and boring. And we’d do it even if we weren’t the most ofitn read and assigned in doctoral programs.

IMAGE is classijEed here as a ‘~rofessional &velopmmt ’’ rather than research journal, with an a g d o f inspiring professional growth, as opposed (implicitly) to improving the quality o f the journal. I see no coniict there. Surely a better journal is better for professional dcvclop- mmt and vice versa. Since it is unlikely that a huge percentage o f our 78,000 subscribers hold doctoral degrees, if IMAGE is being read and assigned in doctoral programs so om, it could mean that at least some of the same content is also reaching the larger body of nurses. And per- haps the work and interests o f the larger b o 4 are reaching doctoral pro- grams too.

All ofthe editors o f the most frequently read and a s s i d j o u d are also faculty in graduate programs, and all o f us are part-time editors. ContaGt with students involved in ihe world o f nursing practice keeps us honest and able to evaluate peer reviews as well as manusm$ts. Our upwardly mobile graduate students want to see their ideas in print. Working with authors is a lot like working with students (men when the author is a world-class tenured Professor o f international distinc- tion). One tries to help a good idea get better.

w;hile I do not solicit manuscn$ts with a p r a n k of publication, I do respond encouragingly to a surprisingly large number o f nurses who

write inquiring about our intnest in their drafid article. And I have sought the interest o f people whose conference presentation titles sounded novel and interesting, and of people whose research has been funded by Sigma Thctu Tau Intcrnutional. A s a “gatekeeper, ” one’s job is to open the gate-to good ideas, well executed and gracefully phrased. W e editors don’t get paid enough to do otherwise.

DonnaDiers, R.N., M.S.N., F.A.A.N. Professor, Yale University School of Nursing Editor, IMAGE-Journal o f Nursing Scholarship

The authors won& whether editors o f research journals would agree that the concentration o f their cforts is on maintaining and improving the quality o f the journal. My response is, “Yes, but., , ” (with fu l l awareness o f the aahge to discount evqy word that comes bcfore “but” in a statrmmt).

Indeed, there are many things an editor can do for quality control. A partial list includes: (a) Seek out the most knowledgeable and thoughtful manusm$t reviewers available. Persons who are consistent yay-sayers or nay-sayers to evqthing in print are no help to either editor or author; (b) holdjmly (98% ofthe time) to length restrictions on manusm$ts. Long art ich wreak havoc with page budgets and hold up publication of other reports; (c) h o l d j m l y (100% o f the time) to formats that are reh- jhcndly; the classic format for research reporting is immensely logical and a re& knows where to look for spectjic information. Adapted formats, when used, must still allow the presentation of ideas in an ordnly and clear manw. Consistency in this case is not the mark of mediocrity! (d) m a h certain that the journal is inclualcd in the appro- priak indexing and abstracting scrvues. Researchers ’ work is impossi- ble to communicate wi&h without inclusion in these services.

But there are matters o f quality that editors can do little about. First and foremost, th.cy cannot manufacture research reports out of whole cloth. N o resmrch journal can ever be better than the reports submitted, and t h e reports are inexorably bound to the cumnt state of the art in a particular area. I n some areas, that research is still cxploratoy, in oth- ers relatively advanced. I n either case, editors can help authors improve the manner ofpresentation, but there is nothing one can do if the concep- tual and methoaUogic aspects ofthe original research arcjawed.

Being an editor is humbling; I have karned that in many instances my initial appraisal o f a manuscript is at variance with how experts in the topic evaluate the report. The statc o f the art is constantly changing and, although editors are in a unique position to idntt tb that change, they usually are not the ones to ori@nate tuw dcvelopmmts in method or a changed conceptualization o f phenomena. The quality o f research in ourjeld is, in thejnal analysis, the major responsibility of front-line researchers. A s editors, we can aid in the duscmination o f results and insist upon high standardr o f reporting, but the bottom line is the importance and r h a n c e of the research to nursing practice, educa- tion and administration. In evaluation o f those matters, we all share responsibility.

Margaret A. Williams, R.N., Ph.D., F.A.A. N. Professor, School of Nursing University of Wisconsin-Madison Editor, Resuarch in Nursing &Health

I am always gratijed to know that the Western Journal of Nurs- ing Research is widely read and appreciate the fact that articles are assi’d reading for doctoring students in nursing. But which o f the research reports that have been published over the past 10 years have been considned “ood enough” for students to be assigncd to read? I wondered if t h g would be the same articles I would have chosen myselj

Volume 21, Number 4, Winter 1989 249

Nursing Journals Read and Assigned Most Often in Doctoral Program8

It is said, almost as an aside, “These gatekeepers [emphasis mine/ may not recognize the extent of their iny¶uence on nurse educators and the doctoral education of students. ” Indeed we do not. We wed to be told we are read. Sometimes I feel I am producing the WJNR in a vacuum and that no one reads the j o u m l at all. The term gatekeepers interests me. Why we are perceived so negatively? why are we not per- ceived as fuilitators who spend an enownous amount of time to help others become published? Editing is a service we provide to our profes- sional colleagues, a service that assists people to publish their ideas. Some don’t get published but it ,s not usually the editor that recornmads against, it’s the peer review of colleagues that maka that recommmda- tion. Frequently, it u the editor who helps an author become published &spite the warnings of the peer reviewers. I k n o w 3 o m experience. If editors had not helped me along in my formative professional years, I would not be published toahy, and I am very grateji~l. So the tnm ‘ katekeeper ” when applied to nursing editors, bothers m.

The Western Journal of Nursing Research publishes unsolic- ited manuscripts which seem to be more and more methodologically ori- ented. WJNR has a reputation for publishing studies using qualitative methods, family studies, transcultural or international research, and symposia or theme issues. This has simply evolved over time. I am told the quality of the published research has improved over the years, a direct rdection on what is being submitted. And that I attribute to doc- toral programs in nursing in which nurses are jnalh being traitud to do research by persons who themselves are doing nursing research.

Pamela J. Brink, R.N., Ph.D., F.A.A.N. Professor and Associate Dean, Research Faculty of Nursing, University of Alberta Edmonton, Alberta CANADA Executive Editor, Western.]ouml of Nursin.g Research

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250 IMAGE: Journal of Nursing Schohtxhip