Not long ago, I was finishing up teaching a writing seminar to a group of nurse practitioner students who were in the process of writing their capstone projects (which could take the form of either a state of the science clinical paper, an integrated literature review, a concept analysis, or a case study). As the class was ending, one student stayed back to ask me whether it was really necessary for her to submit her paper for publication as assigned. Of course, I told her, she should submit her paper, and proceeded to explain that because she has put so much work into her topic, it would be a shame not to share that work with her colleagues. I also tried to make the point that contributing to the literature is an important part about being a professional, and that nurses need to write about nursing.
The exchange reminded me of an editorial written by Donna Diers, my former Dean, which she had originally published in Image in 1981, entitled, “Why write? Why publish?” Diers recounts that the actual writing process and the use of language is not easy for anyone, and that everyone has a different style:
“Some people start with detailed outlines, some never outline. Some write the middle part first and leave the beginning and end until last. Some let an idea simmer in the back of the mind until it simply won't be contained any longer…
“Some people have tried and true rituals to get started writing—put the cat out first (never second), wash the dishes, pile the papers on the desk just so, pour a glass of milk or a cup of coffee, take the phone off the hook, put on one's favorite disreputable old college sweatshirt, walk up and down the stairs three times, then sit down to write (Diers, 2004, p. 271).”
Indeed, the idea of putting an original thought down on paper can be disconcerting for many of us. How many times have we sat down at our laptop, fidgeted in our chair while looking at the interminable blinking of the cursor on a brand new unnamed document, and at the same time, tried to repress lame excuses in our minds as to why we should be doing something else that suddenly seems so important—like organizing our sock drawer?
To overcome this type of writer's block, keep a few key points in mind. First of all, if you are writing about a clinical topic that you have studied, feel passionate about, and are keenly interested in, chances are that you are the expert. Many nurses and health care providers have asked the same questions you have asked about a clinical topic, so it would be of great benefit to others and to the profession for you to share your case examples, your current take on the literature, and your thoughts about practice applications. As you revise your writing, take advantage of help offered by your colleagues, peers, manuscript reviewers, and editors. That is what they are there for.
Second, build upon any work you have already done to turn it into a written piece. If you have spent many hours putting together a comprehensive lecture, turn that work into a written contribution. If you are giving a presentation, have it audio taped and then transcribed—you may find that you have a solid basis for a written narrative in the transcription.
Finally, be creative in searching for publishing opportunities. Depending on your message, you may have the makings of an original article, whether it be a research report or a clinical paper. Moreover, you also should consider writing for a department that is published within a journal (such as the case studies that are regularly published in this Journal), or submit a letter to the editor or a contribution to the lay press about your professional work in children's health.
As Anne Lamott (1994) reminds us in Bird by Bird: Some Instructions on Writing and Life, being a writer is to be part of a noble tradition. I encourage you to be a part of this tradition, to seize any opportunities to write about your clinical experiences, encounters, or research findings, and to join a growing group of clinical scholars.
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