Background: The five Central Asian republics comprise of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. Their research and publication activities are gradually improving but there is limited data on how good their peer reviewing practices are. Methods: We have use the Publons database to extract information on the reviewers registered including the number of verified review, Publons award winners, and top universities in the domain of peer reviewing. This has been analysed overall and country wise. Results: Of 15,764 researchers registered on Publons, only 370 (11.7%) have verified records of peer-reviewing. There are 8 Publons award winners. There is great heterogeneity in the number of active reviewers across the five countries. Kazakhstan and Uzbekistan account for more than 90% of verified reviewers. Only Kazakhstan has more than 100 active reviewers and 6 Publons award recipients. Amongst the top 20 reviewers from Central Asia, half of them are from the Nazarbayev University, Nur-Sultan, Kazakhstan. Three countries have less than 10 universities registered on Publons. Conclusion Central Asia has a good number of peer reviewers on Publons though only a minority of researchers are involved in peer reviewing. However, the heterogeneity between the nations can be best dealt with by promoting awareness and international networking including e-learning and mentoring programs.

Background: The five Central Asian republics comprise of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. Their research and publication activities are gradually improving but there is limited data on how good their peer reviewing practices are. Methods: We have use the Publons database to extract information on the reviewers registered including the number of verified review, Publons award winners, and top universities in the domain of peer reviewing. This has been analysed overall and country wise. Results: Of 15,764 researchers registered on Publons, only 370 (11.7%) have verified records of peer-reviewing. There are 8 Publons award winners. There is great heterogeneity in the number of active reviewers across the five countries. Kazakhstan and Uzbekistan account for more than 90% of verified reviewers. Only Kazakhstan has more than 100 active reviewers and 6 Publons award recipients. Amongst the top 20 reviewers from Central Asia, half of them are from the Nazarbayev University, Nur-Sultan, Kazakhstan. Three countries have less than 10 universities registered on Publons. Conclusion Central Asia has a good number of peer reviewers on Publons though only a minority of researchers are involved in peer reviewing. However, the heterogeneity between the nations can be best dealt with by promoting awareness and international networking including e-learning and mentoring programs.

The article analyzes the publication activity of scientific authors from Kazakhstan based on Scopus and SCImago Journal & Country Rank data from 2010 to 2015. The number of indexed multidisciplinary and medical articles from the country has been steadily growing from 2011 onward and this can be due to the adoption of the new Law on Science in that year. Several regulatory legal acts have been issued in recent years aimed at improving the quality of local journals and the international recognition of academic degrees and titles. Publication activity of scientific authors from Kazakhstan was found to be higher than that from other countries in the Central Asian region. However, there are still many unresolved issues related to the English language barrier, lack of indexing status of local journals, and poor topical education on science writing and editing. As such, the number of articles published in 'predatory' journals remains sizable, and there are concerns over authors' negligence and plagiarism. The global solution to the discussed problems may be achieved by educating researchers, authors, reviewers, and editors.
Bibliometrics ; Humans ; Kazakhstan ; Language ; Periodicals as Topic ; Publications/ethics/legislation & jurisprudence/*trends ; Publishing/trends ; Scientific Misconduct

No abstract available.
Humans ; Peer Review, Research/*ethics ; Periodicals as Topic ; Publishing/*ethics ; Research Personnel

Background: Central Asian countries (CACs) are less visible in the global scientific environment, despite their solid scientific nature. The current article aimed to assess the publication productivity of CACs since 1996 using SCImago Journal & Country Rank (SJR). Methods: This is a descriptive study. The SJR portal was used to retrieve the data. The Country Rankings section was viewed, and the Asiatic Region option was chosen. The most active countries and CACs’ number of documents, number of citable documents, citations, self-citations, citations per document, and H index data were obtained. The number of documents from CACs was recorded annually to determine the ten-year trend (2012 to 2021).Scientific categories in which CACs were prolific were defined. Results: Between 1996 and 2021, 18,336,647 documents with Asian region origins were produced. The most active countries in the Asiatic Region were China (1st), Japan (2nd), India (3rd), South Korea (4th), and Taiwan (5th). According to the number of documents, Kazakhstan ranked 15th, Uzbekistan 19th, Kyrgyzstan 24th, Tajikistan 27th, and Turkmenistan 31st among the Asiatic Region countries. The total number of documents originating from CACS, which was 1,616 in 2012, increased to 9,780 in 2021 with an upward trend (6.05 fold increase). Conclusion Despite a rising number of articles, CACs are not at the forefront of scientific productivity in the Asiatic Region. Kazakhstan is the leading country in scientific productivity among CACs. Nonetheless, the increasing quantity of articles from CACs over the last ten years suggests that these countries have the infrastructure and human resources to enhance scientific research and production.

Generating a testable working hypothesis is the first step towards conducting original research. Such research may prove or disprove the proposed hypothesis. Case reports, case series, online surveys and other observational studies, clinical trials, and narrative reviews help to generate hypotheses. Observational and interventional studies help to test hypotheses. A good hypothesis is usually based on previous evidence-based reports.Hypotheses without evidence-based justification and a priori ideas are not received favourably by the scientific community. Original research to test a hypothesis should be carefully planned to ensure appropriate methodology and adequate statistical power. While hypotheses can challenge conventional thinking and may be controversial, they should not be destructive. A hypothesis should be tested by ethically sound experiments with meaningful ethical and clinical implications. The coronavirus disease 2019 pandemic has brought into sharp focus numerous hypotheses, some of which were proven (e.g. effectiveness of corticosteroids in those with hypoxia) while others were disproven (e.g. ineffectiveness of hydroxychloroquine and ivermectin).

Background: Plagiarism is one of the most common violation of publication ethics, and it still remains an area with several misconceptions and uncertainties. Methods: This online cross-sectional survey was conducted to analyze plagiarism perceptions among researchers and journal editors, particularly from non-Anglophone countries. Results: Among 211 respondents (mean age 40 years; M:F, 0.85:1), 26 were scholarly journal editors and 70 were reviewers with a large representation from India (50, 24%), Turkey (28, 13%), Kazakhstan (25, 12%) and Ukraine (24, 11%). Rigid and outdated pre- and post-graduate education was considered as the origin of plagiarism by 63% of respondents. Paraphragiarism was the most commonly encountered type of plagiarism (145, 69%). Students (150, 71%), nonAnglophone researchers with poor English writing skills (117, 55%), and agents of commercial editing agencies (126, 60%) were thought to be prone to plagiarize. There was a significant disagreement on the legitimacy of text copying in scholarly articles, permitted plagiarism limit, and plagiarized text in methods section. More than half (165, 78%) recommended specifically designed courses for plagiarism detection and prevention, and 94.7% (200) thought that social media platforms may be deployed to educate and notify about plagiarism. Conclusion Great variation exists in the understanding of plagiarism, potentially contributing to unethical publications and even retractions. Bridging the knowledge gap by arranging topical education and widely employing advanced anti-plagiarism software address this unmet need.

Background: Plagiarism is one of the most common violation of publication ethics, and it still remains an area with several misconceptions and uncertainties. Methods: This online cross-sectional survey was conducted to analyze plagiarism perceptions among researchers and journal editors, particularly from non-Anglophone countries. Results: Among 211 respondents (mean age 40 years; M:F, 0.85:1), 26 were scholarly journal editors and 70 were reviewers with a large representation from India (50, 24%), Turkey (28, 13%), Kazakhstan (25, 12%) and Ukraine (24, 11%). Rigid and outdated pre- and post-graduate education was considered as the origin of plagiarism by 63% of respondents. Paraphragiarism was the most commonly encountered type of plagiarism (145, 69%). Students (150, 71%), nonAnglophone researchers with poor English writing skills (117, 55%), and agents of commercial editing agencies (126, 60%) were thought to be prone to plagiarize. There was a significant disagreement on the legitimacy of text copying in scholarly articles, permitted plagiarism limit, and plagiarized text in methods section. More than half (165, 78%) recommended specifically designed courses for plagiarism detection and prevention, and 94.7% (200) thought that social media platforms may be deployed to educate and notify about plagiarism. Conclusion Great variation exists in the understanding of plagiarism, potentially contributing to unethical publications and even retractions. Bridging the knowledge gap by arranging topical education and widely employing advanced anti-plagiarism software address this unmet need.

The concept of research integrity (RI) refers to a set of moral and ethical standards that serve as the foundation for the execution of research activities. Integrity in research is the incorporation of principles of honesty, transparency, and respect for ethical standards and norms throughout all stages of the research endeavor, encompassing study design, data collecting, analysis, reporting, and publishing. The preservation of RI is of utmost importance to uphold the credibility and amplify the influence of scientific research while also preventing and dealing with instances of scientific misconduct. Researchers, institutions, journals, and readers share responsibilities for preserving RI. Researchers must adhere to the highest ethical standards. Institutions have a role in establishing an atmosphere that supports integrity ideals while also providing useful guidance, instruction, and assistance to researchers. Editors and reviewers act as protectors, upholding quality and ethical standards in the dissemination of research results through publishing. Readers play a key role in the detection and reporting of fraudulent activity by critically evaluating content. The struggle against scientific misconduct has multiple dimensions and is continuous. It requires a collaborative effort and adherence to the principles of honesty, transparency, and rigorous science. By supporting a culture of RI, the scientific community may preserve its core principles and continue to contribute appropriately to society’s well-being. It not only aids present research but also lays the foundation for future scientific advancements.

Nurses constitute nearly 50% of the worldwide health workforce, and the World Health Organisation has advocated for an enlargement of their roles to guarantee fair health care and address the increasing need for services. The growing specialization in nursing practice has led to a rise in educational options for nurses, including the growth of PhD programs.These programs play a crucial role in preparing nurse researchers and educators. This growth underlines the importance of evidence-based practice and high-quality academic writing in nursing. The article highlights the importance of nurses’ involvement in creating evidencebased practice guidelines. The active engagement of nurses in developing evidence-based practice recommendations is essential to ensure the practicality, relevance, and grounding of these guidelines in real-world clinical experiences. The advancement of nursing depends mainly on using rigorous research procedures to generate, analyze, and disseminate knowledge and data. The current article discusses essential research methodologies, including interviews, surveys, and bibliometric and altmetric analyses. It also aims to tackle concerns about inadequate writing skills, plagiarism, and insufficient comprehension of ethical norms in research and publishing. The recommended strategies to promote nursing research and publications encompass enhancing writing skills through specialized education, embracing open-access publishing, and utilizing social media for broader distribution following publication. Implementing these approaches would increase the quality and impact of nursing publications and reinforce nursing’s role in defining health policy and enhancing the care of patients.