A Review Committee as a Way to Teach Grant Writing Skills

2004 ◽  
Vol 35 (6) ◽  
pp. 366-368 ◽  
Author(s):  
Susan F. Wooley
Keyword(s):  
Writing Skills ◽  
Grant Writing ◽  
Review Committee

Developing Grant Writing Skills to Translate Practice Dreams Into Reality

2013 ◽  
Vol 24 (2) ◽  
pp. 177-185
Author(s):  
Ruth Lindquist ◽  
Niloufar Hadidi
Keyword(s):  
Health Care ◽  
Patient Outcomes ◽  
Financial Support ◽  
Writing Skills ◽  
Advanced Practice Nurses ◽  
Grant Writing ◽  
Advanced Practice ◽  
Practice Nurses ◽  
Potential Efficacy ◽  
Improve Patient

In an era of health care reform and limited financial support, good ideas for changes in clinical practice may await the available time, resources, and attention that are required to test and implement them. Developing grant writing skills is a way to attract resources to explore the feasibility and potential efficacy of changes to improve patient outcomes or efficiencies of care. This article describes the purpose of grant writing by advanced practice nurses (APNs), discusses the needs for and benefits of grant writing, identifies types and sources of available grants, describes potential roles of APNs in grant writing, describes ways to overcome barriers to grant writing, and presents strategies for writing winning grants to develop and improve practice in acute and critical care settings. These strategies will help APNs get started and provide a guide to follow in writing their first grant or will refresh their existing grant writing skills.

Activating Activists

2020 ◽  
pp. 216-240
Author(s):  
Justin M. Smith ◽  
Elizabeth A. Bradshaw
Keyword(s):  
Community Engagement ◽  
Community Organizing ◽  
Practical Importance ◽  
Writing Skills ◽  
Learning Objectives ◽  
Grant Writing ◽  
Political Advocacy ◽  
Learning Skills ◽  
Policy Proposal ◽  
Primary Focus

The purpose of this chapter is to demonstrate the pedagogical and practical importance of learning skills around political advocacy and community engagement in prison-based classes. The primary focus of the exercises described here is upon engaging students in exercises that develop their skills in advocating for social policies that affect them directly. Learning objectives include understanding the challenges of community organizing and consensus-building, developing policy proposal- and grant-writing skills, and developing skills around public messaging.

Developing Grant Writing Skills to Translate Practice Dreams Into Reality

2013 ◽  
Vol 24 (2) ◽  
pp. 177-185 ◽  
Author(s):  
Ruth Lindquist ◽  
Niloufar Hadidi
Keyword(s):  
Writing Skills ◽  
Grant Writing

Activating Activists

2022 ◽  
pp. 805-825
Author(s):  
Justin M. Smith ◽  
Elizabeth A. Bradshaw
Keyword(s):  
Community Engagement ◽  
Community Organizing ◽  
Practical Importance ◽  
Writing Skills ◽  
Learning Objectives ◽  
Grant Writing ◽  
Political Advocacy ◽  
Learning Skills ◽  
Policy Proposal ◽  
Primary Focus

The purpose of this chapter is to demonstrate the pedagogical and practical importance of learning skills around political advocacy and community engagement in prison-based classes. The primary focus of the exercises described here is upon engaging students in exercises that develop their skills in advocating for social policies that affect them directly. Learning objectives include understanding the challenges of community organizing and consensus-building, developing policy proposal- and grant-writing skills, and developing skills around public messaging.

scholarly journals 2388 Utilizing a reviewer database to facilitate integration of an investigator-focused translational research and career development program across the state of Indiana

2018 ◽  
Vol 2 (S1) ◽  
pp. 62-63
Author(s):  
R. L. Coffee ◽  
Julie Driscol ◽  
Tammy J. Saydyk ◽  
Anantha Shekhar ◽  
Scott C. Denne ◽  
...  
Keyword(s):  
Writing Skills ◽  
Development Program ◽  
Junior Faculty ◽  
Grant Writing ◽  
New Faculty ◽  
Promotion And Tenure ◽  
Study Population ◽  
Career Development Program ◽  
Grant Review ◽  
Internal Funding

OBJECTIVES/SPECIFIC AIMS: The Indiana CTSI is investigating innovative approaches to integrate resources that will enrich scientific investigators. Our goals are to enhance the availability and communication among CTSI resources, for example internal funding, and to expand existing mentorship. METHODS/STUDY POPULATION: Developed a reviewer database that serves to streamline reviewer identification, decrease reviewer fatigue, and promote collaboration among disciplines. We started with a pool of NIH-funded investigators from across the Indiana CTSI core institutions and merged this list with previous CTSI reviewers and internal funding awardees. To expand this list, names and expertise from new faculty hires were added. RESULTS/ANTICIPATED RESULTS: Though this tool is relatively new, we have already observed an increase in junior faculty awareness and engagement with the CTSI. This database allows for increased opportunities of junior faculty to serve as reviewers and to refine grant writing skills and provides a platform for networking and collaborating across disciplines. It also allows for increased integration of programs with a shared reviewer database and promotes grant review standardization. DISCUSSION/SIGNIFICANCE OF IMPACT: Our database utilization seeks to decrease the time for junior faculty to obtain their first extramural grant, to enhance promotion and tenure packages, strengthen integration among CTSI programs, increase interactions between clinical and basic science investigators, and promote team science.

Experience With Grant Writing: Where Do I Even Begin?

2010 ◽  
Vol 11 (1) ◽  
pp. 21-24
Author(s):  
Nicole M. Mancini
Keyword(s):  
Lessons Learned ◽  
Economic Situation ◽  
Grant Writing ◽  
Personal Journey ◽  
Know How ◽  
Daunting Task

Abstract At first, grant writing may look like a daunting task. You may ask yourself, “Is it really worth the time and effort?” With today's economic situation, teachers and therapists need ways to supplement their programs and grants provide such an opportunity. However, many of us do not know how to get started. After a few experiences and many lessons learned, I have come to enjoy researching and writing grants to supplement my students' learning. It is well worth the time and effort. This article provides information about a personal journey, lessons learned, and resources to get you started.

Functional and structural neural plasticity effects of literacy acquisition in adulthood

2019 ◽  
Vol 30 (2) ◽  
pp. 97-107
Author(s):  
Melanie Boltzmann ◽  
Thomas Münte ◽  
Bahram Mohammadi ◽  
Jascha Rüsseler
Keyword(s):  
Neural Plasticity ◽  
Adult Literacy ◽  
Writing Skills ◽  
Literacy Skills ◽  
Written Language ◽  
Learning To Read ◽  
Workplace Literacy ◽  
Functional Illiteracy ◽  
Brain Changes ◽  
Definition Of

Abstract. In Germany, 7.5 Million individuals between 18 and 64 years are considered to be functionally illiterate (Grotlüschen & Riekmann, 2012). Functional illiterates have only rudimentary literacy skills despite attending school for several years. Although they can use written language to a very limited extent, only few functional illiterates attend literacy courses for adults. In addition, most adult literacy courses primarily aim at promoting basic reading and writing skills. Offers specific to workplace literacy are scarce. This review gives an overview of the definition of functional illiteracy. Afterwards, a specific literacy program (AlphaPlus) and its effectiveness will be presented. The reviewed studies indicate that learning to read in adulthood is associated with structural and functional brain changes.

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