A Collaborative Writing Group Model for Nurse Practitioner Faculty

BACKGROUND: Early-career nurse practitioner faculty face significant barriers to scholarly productivity. Peer writing groups have emerged as an effective strategy to support scholarly development. PURPOSE: This article describes the formation and outcomes of collaborative faculty writing groups established within a national neonatal faculty Special Interest Group. METHODS: Writing groups were organized including faculty from multiple institutions. Members represented a range of experience levels and academic roles. RESULTS: Since 2021, the initiative has yielded 27 peer-reviewed publications and numerous conference presentations. Mentorship between novice and experienced faculty emerged as an unanticipated outcome. CONCLUSION: This model demonstrates that specialty-focused, cross-institutional writing groups can meaningfully increase scholarly productivity and support faculty development. Key success factors include open communication, equitable workload distribution, institutional recognition, and sustained peer accountability. The framework is practical and replicable, offering a scalable approach to advancing scholarship across nursing education specialties.