Scientific publishing status among university-based nursing teaching staff at UNAM’s ENEO, FES Iztacala and FES Zaragoza

Abstract

Introduction: Scientific publishing is considered the final product of research and can ideally reflect the corresponding scientific production.

Objectives: To explore the scientific publishing status among university-based nursing teaching staff at UNAM.

Material and Methods: This is a quantitative, non-experimental, prolective (based on the researcher’s criteria), longitudinal, descriptive, and diagnostic study with pretest and post-test. During the first stage, a situational exploration on the scientific production status among teachers is conducted. During the second stage, a corresponding educational intervention is applied. During the third stage, the impact of this intervention on the scientific production status among these teachers is assessed.

Results: From the reports of the 44 teachers interviewed, 65.90% have never given knowledge-theory courses; 22.70% have most of the time given research methodology courses; 86.40% have never given book-elaboration workshops; 81.80% have never given seminaries on review-articles elaboration; 77.30% never given seminaries on essay elaboration; 63.60% have never given descriptive statistics courses; 54.50% have never given quantitative research courses; 21.40% have published an article during the last year; 19.00% have published 2 original articles in national journals.

Conclusions: University-based nursing scientific publishing is still scanty; and the initiatives of some professors have been stalled due to a lack of training and motivation.