Troublesome knowledge for entry-level PhD nursing students: Threshold concepts essential for the research-focused doctorate.

Background: Evidence supports that PhD doctoral students experience conceptually difficult knowledge, or troublesome knowledge, during their studies. These areas of troublesome knowledge are often associated with threshold concepts, those ideas specific to a discipline that must be understood to advance ways of thinking and making knowledge in the discipline.

Purpose: To examine troublesome knowledge identified by a group of PhD nursing students during an introductory course and to consider threshold concepts related to that knowledge.

Threshold Concepts in Doctoral Education: A Framework for Writing Development in Novice Nurse Scientists.

Pedagogical practices for writing development in doctoral programs are often the by-product of completing dissertation research and may lack deliberate strategies to assist students with complex genres of writing. This article proposes a framework for doctoral education to assist students with mastery of threshold concepts in writing. Threshold concepts in writing are examined for their applicability to the evolution of writing in PhD nursing students as they begin to think and write like nurse scientists.

Factors Facilitating Publication by Clinical Nurses in a Magnet® Hospital.

Objective: This study examined the cognitive, behavioral, and environmental factors that facilitate publication by clinical nurses in Magnet® hospitals.

Background: The culture promoted by the Magnet Recognition Program® promotes nurses practicing in those settings to use, generate, and disseminate best practices. Successful and promising models of care and nursing practice are rarely disseminated beyond the organization where they are practiced.

Changing the Publication Culture From "Nice to Do" to "Need to Do": Implications for Nurse Leaders in Acute Care Settings.

Problem: Nurses in clinical settings often generate innovative practice ideas to inform their practice and improve patient outcomes. Yet, few publish and share these innovations with a wider audience. Barriers impeding clinical nurses from writing for publication include discomfort with writing, lack of time, and scarce resources.