The academic writing experiences of a group of student nurses: a phenomenological study

Evaluating the use of reflective cafés in Specialist Community Practitioner and Specialist Community Public Health Nurse programmes

Background: Specialist Community Practitioner (SCP) and Specialist Community Public Health Nurse (SCPHN) students are required to evidence their competency by the use of reflective practice as part of the NMC proficiencies. A reflective café trilogy comprising of three reflective teaching sessions was developed and introduced into a university programme to support and encourage alternative methods for deeper reflection within this student group. Aim: It was important for educators to evaluate if a reflective café met the student's needs and understand the usefulness of a 'reflective café' as a technique to support the process of reflecting on practice. Methods: Evaluation was undertaken using an online questionnaire. Findings: Students evaluated if the reflective café was useful for their own development and identified that the number of sessions met their developmental needs. Conclusion: The potential to develop alternative methods to reflect was recognised and the team plan to develop other reflective processes to support students in the future.

Effectiveness of a manuscript writing workshop on writing confidence amongst nursing and health disciplines clinicians

BACKGROUND

Dissemination of practice-based research findings is critical to advancing evidence and improving practice. While frontline clinicians are well-positioned to identify gaps in practice-based evidence, many barriers exist that challenge their ability to write and submit manuscripts for publication.

PURPOSE

Our study examined whether a manuscript writing workshop effectively increased nursing and health discipline clinicians' self-perceived confidence in manuscript writing.

METHOD

Participants recruited from an ongoing manuscript writing workshop completed an assessment tool at the beginning and end of each session. Thirty-one assessment tools were completed.

RESULTS

Participants reported higher levels of confidence following participation in the manuscript writing sessions. They also noted high levels of satisfaction with the session.

CONCLUSIONS

A manuscript writing workshop providing a supportive environment, mentorship, protected time, and quiet space is an effective way for leadership to increase confidence in manuscript writing amongst nursing and health disciplines clinicians.

Methods and strategies to promote academic literacies in health professions: a scoping review

BACKGROUND

Universities enroll students from diverse backgrounds every year, with 300 million students expected in higher education by 2025. However, with widening participation, increasing numbers of students enrolling in higher health education and future health professions will be underprepared to meet demands of academic literacies, i.e. ability to read, interpret and critically evaluate academic texts and communicating the understanding verbally or in writing. The aim of this scoping review was to describe and explore methods and strategies to promote development of academic literacies.

RESULTS

Thirty-one relevant studies were included and analyzed according to scoping review guidelines. The results showed four strategies: (1) integrating learning activities to develop academic literacies in the regular curriculum, (2) changing the course design with new methods for teaching and learning, (3) establish collaborations amongst academics and librarian faculty, and (4) adding courses or foundation year focusing on development of academic literacies. The results are discussed in light of the United Nations Agenda 2030 Sustainable Development, Goal 4, Quality Education, and widening participation.

CONCLUSIONS

Aspects of widening participation and inclusion in higher education have been debated, and increasing numbers of students from diverse backgrounds are expected to enter health studies in higher education. We encourage integration of teaching and learning activities targeting parallel learning of course materials and development of academic literacies, beyond study skills. Embracing epistemic complexity and diversity as well as choosing strategic work with academic literacies may provide a starting point toward realizing sustainable development goals and widening participation.

Escorting Students into Responsibility and Autonomy (ESRA): A Model for Supervising Degree Projects

BACKGROUND

Several models for how to support students and provide them with the skills needed to write their degree projects have been proposed. However, few attempts have been made to present a general model for students' academic work based on reasoning and communication skills rather than memorizing and mimicking their supervisors during their independent degree project.

OBJECTIVE

In the present paper, we propose a well-structured model that assists supervisors in promoting students' responsibility and autonomy, while at the same time maintaining a high level of support.

PRESENTATION

We present a step-by-step protocol based on a partnership model with a contractual style that focuses on students' academic work with their own texts through a process of alternating between abstract and concrete writing. This protocol, which is called the ESRA (Escorting the Students into Responsibility and Autonomy) model, can be utilized regardless of the content, specific aim and scope of the individual student's degree project.

DISCUSSION AND CONCLUSIONS

We argue that this model promotes high levels of engagement and assumption of responsibility among students, while also offering a feasible structure for ensuring the steps to empowerment and autonomy. Use of the ESRA model is suitable when a constructive interaction between students and supervisors is desirable as a tool to achieve the learning outcomes of the degree project. Thus, the proposed model is one step toward giving a new generation of nurses the skills and ability they need to adapt in the changing world of the 21st century and to make promoting health a core mission of their profession.

Nursing students' expectations of the process of writing a bachelor's thesis in Sweden: A qualitative study

While performing various academic work, such as writing a bachelor's thesis, are known to be challenging for university students, less is known about students' expectations in this regard.

AIM

The aim was to describe students' expectations of the upcoming process of writing a bachelor's thesis.

DESIGN

The study employed an explorative, qualitative approach with a single, written open-ended question design.

METHODS

The data were collected consecutively 2013-2016 in class. A total of 93 final-year students volunteered and provided hand-written accounts which were analyzed using qualitative content analysis.

RESULTS

The students' accounts revealed three generic categories of expectations: Gaining professional knowledge and competency, Planning and organizing the work, and Taking stock of personal resources. Writing a bachelor's thesis was a new challenge for most of the students and the answers testify to mixed feelings about the upcoming work and its supervision.

CONCLUSIONS

The nursing students' expectations included present and future competencies, skills and abilities. In promoting development of transferable skills and knowledge, educators of future health-care professionals would be well advised to invite students to reflect on and discuss, their expectations prior to writing a bachelor's thesis and similar academic student papers. This study adds to the research on students' studying and learning in nursing education by bringing to the fore students' expectations of academic learning tasks as an important aspect to consider in higher education contexts, both nationally and internationally.

Writing activities and the hidden curriculum in nursing education

Nursing programs are complex systems that articulate values of relationality and holism, while developing curriculums that privilege metric-driven competency-based pedagogies. This study used an interpretive approach to analyze interviews from 20 nursing students at two Canadian Baccalaureate programs to understand how nursing's educational context, including its hidden curriculums, impacted student writing activities. We viewed this qualitative data through the lens of activity theory. Students spoke about navigating a rigid writing context. This resulted in a hyper-focus on "figuring out" the teacher with minimal focus on the act of writing. Students used a form of behavioral "code-switching" to maximize their grade while considering how their "valuing" of the assignment fit within their writing motives. Hidden curriculum messages taught students that academic success was assured whether their writing mirrored instructor preferences. Instructional practices of rigidity reinforced unequal social conditions for some minority students. Faculty can counteract the impact of the hidden curriculum through encouragement of choice and independent thinking about writing activities. Acknowledging power relationships and their influence on how students navigate writing assignments and nursing discourse may relieve pressures on students who fear penalties for countering norms and result in a more flexible learning environment.

Note-taking by nursing students: the case for implementing writing strategies to encourage best practice

BACKGROUND

Note-taking is an integral component of professional nursing practice. If students are to complete this effectively, a range of teaching, learning and assessment strategies are required to support their development of this skill.

OBJECTIVES

This study aimed to identify lecturers' perspectives of students' note-taking on placement to identify factors that limit the development of this skill; these perspectives could be used to explore strategies to support students to develop this skill while at university.

DESIGN

A qualitative study taking a phenomenological approach was carried out.

PARTICIPANTS

Three senior nursing practice visitors agreed to be interviewed.

METHODS

Semistructured interviews were carried out and thematic analysis carried out to explore lecturers' perspectives of students' experiences of note-taking while on placement. These interviews were intended to obtain detailed accounts of note-taking and allow challenges to be explored.

RESULTS

Each participant observed and supported students' note-taking within practice placement settings. Three main themes emerged from the data: limitations to students' vocabulary and literacy; inconsistency between trusts resulting in an inability to articulate experience; and note-taking clarity and accuracy.

CONCLUSION

Note-taking is central to nurses' education and professional documentation to support best practice and high-quality patient care. Variations in processes between trusts, stringency of standards required by the trusts where students attend placements, and students' writing abilities differ widely, which directly affect the consistency and accuracy of written notes.

Establishing an internal abstract review committee

Mentoring nurses in writing for nursing excellence.

Seeking transformation: how students in nursing view their academic writing context – a qualitative systematic review

Writing practices in nursing education programs are situated in a tension-filled context resulting from competing medical-technical and relational nursing discourses. The goal of this qualitative meta-study is to understand, from the student perspective, how the context for writing in nursing is constructed and the benefits of writing to nursing knowledge development. A literature search using the CINHAL, Medline, ERIC, and Academic Search complete databases, using systematic methods identified 21 papers and dissertations which gathered qualitative interview or survey data from students in nursing at the pre-registration, continuing education, and graduate levels. The studies provided evidence that writing assignments promote professional identity development but overemphasis on writing mechanics when grading have a deleterious effect on learning and student engagement with writing. Relationship building with faculty should extend beyond what is needed to maximize grades. Suggestions for writing pedagogical reform are identified to facilitate a change in focus from mechanical-technical to transformative writing.

Using a science simulation-based learning tool to develop students' active learning, self-confidence and critical thinking in academic writing

Simulation is one teaching strategy that health educators use to promote active learning, however, evidence to support whether students utilising simulations develop skills in critical thinking and appraisal in their academic literacy, is lacking. This study explored the impact of embedding a desktop simulation about the hemolytic disease of the newborn (HDN) in a first-year, undergraduate nursing course on students' acquisition of knowledge, self-confidence, and development of critical thinking in academic writing. The study used a quasi-experimental, two-group, and pre-test-post-test design. After using the simulation, students reported i. a positive learning experience, ii. an increase in their self-confidence to critically appraise a case study, and iii. greater student success in two assessments for student's participating in the simulation compared to students who only used lecture notes as a study tool. The findings support the use of simulations to promote active learning, knowledge acquisition and opportunities to develop self-confidence and critical thinking in academic writing.

Graduated nurses' experiences with baccalaureate thesis writing: A qualitative study

This study explores the perceptions of newly graduated nurses regarding the baccalaureate thesis (BT) writing process. A qualitative approach with content analysis was adopted. Thirteen newly graduated nurses participated in the study. The inclusion criterion was having completed the BT during their university education as nurses within 3 years of the study. Information was obtained through semistructured interviews. Data collection began in June 2018 and ended in March 2019, once saturation of information was reached. Three major categories were identified: the beginning of the process, the advantages of Baccalaureate thesis writing, and the teacher's role. The participants expressed that their training focused on a synthetic and particular type of writing that is necessary for clinical scenarios but not suitable for scientific academic texts. Additionally, reflective diaries were described as a powerful writing practice during their studies. Participants conceive the realization of the baccalaureate thesis as a difficult process, especially as regards selecting, synthesizing, and writing about the available information, processes that they indicated generate anxiety. Academic writing skills should be specifically included in the nursing curriculum.

Developing Reflective Thinking through Poetry Writing: Views from Students and Educators

Aims and Objectives To explore student nurse and educator perspectives on the use of poetry writing as a way to reflect on important nursing practice issues. Background Reflective practice is a well-established method of learning in pre-registration nurse education although student nurses can find reflection a challenging process. Design An exploratory descriptive approach. Methods Data were extracted from unstructured interviews with students and educators (n = 12) from one university in the North-West region of England, United Kingdom (UK). Data were thematically analysed. Results Poetry writing supports a meaningful exploration of events, which have the potential to lead to changes in perspective. Careful planning of the poetry writing process is required, to ensure the potential of this approach is realised. Conclusion Poetry writing is an effective way to reflect on clinical practice. This work has relevance and transferability to a wide range of professional disciplines, where reflective practice is encouraged.

A curriculum-wide assessment of writing self-efficacy in a baccalaureate nursing program

OBJECTIVES

This study explores patterns of writing self-efficacy fluctuation across three academic years in a baccalaureate nursing program. The goal was to assess if writing self-efficacy predicted program grades.

DESIGN

Longitudinal exploratory design.

SETTING

Three-year accelerated nursing program in a college setting in Canada.

PARTICIPANTS

Follow-up cohort included 49 students; 32 (65.3%) synchronous in program progression and 17 (34.7%) had become asynchronous between first and third year.

METHODS

Data was collected five times between August 2013 and May 2016 at program admission, the start of their discipline-specific first-year writing course, the end of the writing course, start of third-year, and the end of third-year. Variables assessed included writing self-efficacy (two measures), writing anxiety, entrance degrees of reading power (DRP) scores, final college cumulative grade point average (GPA), and grades earned on first, second, and third-year papers.

RESULTS

Writing self-efficacy statistically significantly improved from the start of the nursing program to the finish (p < .001). Writing self-efficacy fluctuated decreasing from post first-year writing course to the start of the third-year, returning to or exceeding end of writing course levels by the end of the third year. Students who progressed normally through the program (synchronous) were academically stronger (paper grades, DRP, GPA scores) and had higher writing self-efficacy scores than asynchronous students. Using hierarchical regression, DRP scores and synchronous/asynchronous status in the program made a larger contribution to the prediction of final program GPA and paper grades, while the inclusion of writing self-efficacy in the models made a minor contribution to overall variance.

CONCLUSIONS

Writing self-efficacy will fluctuate based on context and complexity of writing demanded in academic programs. Second and third-year students require continued support with writing beyond an introductory course. Programs should attend to developing reading comprehension in students as part of their across-the-curriculum writing plans.

Testing the efficacy of a scaffolded writing intervention with online degree-completion nursing students: A quasi-experimental design

Writing should receive dedicated time in the nursing classroom for students to become competent writers, offering practical experiences for them to critically think and organize their ideas into meaningful messages. The purpose of this pre-post quasi-experimental study was to compare implementation of a scaffolded sequence of writing assignments (intervention) to typical writing assignments (comparison) in final coursework for baccalaureate nursing (BSN) completion students. Student writing self-efficacy and writing competency were measured pre and post coursework using the Post Secondary Writerly Self-Efficacy Scale, 6 + 1 Trait scale and Holistic scale. A convenience sample of 78 BSN-completion students at two Midwestern universities in the US were recruited to participate. The sample was primarily female (83%) and Caucasian (81%). There were no significant differences between the two groups on self-efficacy scores (p = 0.594). Significant group differences were noted on writing competency as assessed by the 6 + 1 Trait scale (p = 0.004) but not the Holistic scale (p = 0.024). No significant correlation between writing self-efficacy scores and writing competency were apparent (Holistic scale, p = 0.601; 6 + 1 Trait scale, p = 0.615). Writing skill-building needs attention to assure student competency. Educational interventions implemented in BSN education must be tested for efficacy and effectiveness.

The importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice: A systematic review

OBJECTIVES

This systematic review was designed to assess the importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice. It aimed to explore the link between academic literacy and writing in an undergraduate nursing degree and the development of critical thinking skills for their future professional clinical practice.

DESIGN

A systematic review of qualitative studies and expert opinion publications.

DATA SOURCES

A systematic literature search was undertaken of the following databases: ERIC, PubMed, CINAHL, MEDLINE and Scopus. All papers reviewed were from 2000 to 2016 and were written in English.

REVIEW METHODS

We identified 981 studies and expert opinion papers from the selected databases. After reviewing key words and abstracts for the inclusion and exclusion criteria, 48 papers were selected for review. These were read and reread, with 22 papers, including one thesis, selected for quality appraisal. One paper was discarded due to the exclusion criteria.

RESULTS

Three major themes were evident from this study. First, students need assistance to develop tertiary level academic literacy skills when they commence their undergraduate nursing degree. Second, that teaching practices need to be consistent in both designing assessments and in giving feedback to students, in order to assist improvement of academic literacy skills. And finally, academic literacy can facilitate critical thinking when students are assessed using discipline specific genres that relate to their future professional nursing practice.

CONCLUSIONS

This review highlights the importance of critical thinking in clinical nursing practice and its strong relationship with academic writing skills. It has shown critical thinking is discipline specific and nursing students need to be taught discipline specific literacy genres in undergraduate nursing degrees. Nursing has a diverse educational and cultural mix of students, and educators should not assume academic literacy skills upon commencement of an undergraduate nursing programme.

Dreams and disappointments regarding nursing: Student nurses' reasons for attrition and retention. A qualitative study design

BACKGROUND

In the Netherlands, hundreds of students register annually for a nursing programme, but not all of these students manage to complete their training.

OBJECTIVE

The main aim of this study was to examine which factors affect student nurses' decision to leave or complete their programme.

THEORETICAL FRAMEWORK

The study used an exploratory descriptive design, employing a qualitative phenomenological approach.

SAMPLE

Student nurses (n=17) at the beginning of their third year of the four-year Bachelor's programme.

DATA COLLECTION

Data were collected at four Universities of Applied Sciences in the Netherlands, from December 2013 to January 2014. Semi-structured interviews were used to collect the data, using an interview guide.

RESULTS

The main reasons for students to become nurses were the caring aspect, personal experiences with healthcare, role models in their immediate environment, and job opportunities. They had both altruistic and professional perceptions of their profession. Reasons for attrition were strongly related to the training programme and to their clinical placements, in particular the perceived lack of support from mentors and team. Feelings of being welcomed and working in a nice team proved to be more important reasons for completing the programme than the specific clinical field.

CONCLUSIONS

Student nurses started their studies with many dreams, such as caring for people and having the opportunity to deliver excellent nursing care. When their expectations were not met, their dreams became disappointments which caused them to consider stopping and even to leave (attrition). The role of lecturers and mentors seems invaluable in protecting and guiding students through their programme and placements. Optimal cooperation between lecturers and mentors is of paramount importance to retain student nurses in their training programmes.

Health planning through Village Health Sanitation and Nutrition Committees

Purpose - The purpose of this paper is to provide systematic empirical evidence on the health planning through Village Health Sanitation and Nutrition Committees (VHSNCs) in India. Design/methodology/approach - A micro-level study was carried out using qualitative study design. Data were collected through in-depth interviews with 105 respondents selected from 42 VHSNC sites. A thematic analytical framework approach was used to analyse the data. Findings - The research results indicate that VHSNCs are playing a significant role in health planning. However, the committee meetings are not organised by the committee members on the regular basis. Most of the VHSNC members do not make village health plans. There are some challenges associated with the functioning of VHSNCs like insufficient resources, lack of people's interest, insignificant attention and the unfair behaviour of the Panchayati Raj leaders. Practical implications - The implications of the findings suggest that VHSNCs play a significant role in health planning. However, the leadership is ineffective due to their partial capabilities and approach that generate non-conducive environment. Studies of such nature will be helpful for policy makers in understanding the current situation and micro-level picture of VHSNC and also in analysing it in the existing health system. Originality/value - VHSNC functions with a broader concern and cover range of social determinants at the village level. This study provides empirical evidence on the VHSNCs as lowest part of the health system.

A Template Analysis of Writing Self-Efficacy Measures

Background and Purpose: This investigation reviews the item content of writing self-efficacy (WSE) measures developed for undergraduate students. Bandura’s self-efficacy theory and a writing theory by Flower and Hayes informed the a priori themes used to develop a template of WSE categories critical to the concept. Method: Articles describing WSE measures were identified through Cumulative Index to Nursing and Allied Health Literature (CINAHL), PsycINFO, Education Resources Information Center (ERIC), PubMed, Scopus, and Google Scholar (1984–2015). A template analysis method was used to analyze 182 individual items present on 11 WSE instruments. A nursing perspective was applied. Results: The analysis identified 16 categories influencing WSE as well as gaps in current measurement items. Conclusion: The theoretical examination of WSE is the first step toward the development of a WSE measure specific to the nursing context and contributes to nursing education by advancing the measurement of WSE.

Don't go with the 'FLO' - a student mobile texting service to enhance nursing student retention

BACKGROUND

The review undertaken revealed that there is an abundance of literature concerning retention and the high levels of attrition among undergraduate students and of relevance here, nurse education. The study undertaken evaluated the use of mobile phone automated texts designed to provide information, support and reassurance to help alleviate the stress and anxieties that some undergraduate nursing students experience during the early phase of their studies and which can lead to some students leaving their programme.

OBJECTIVE

The objective of the study was to evaluate how use of automated mobile phone texts, using a system known as FLO, could usefully supplement pastoral support, as an intervention to reduce attrition among undergraduate nursing students.

DESIGN

A qualitative and quantitative evaluation was conducted using an open-ended questionnaire designed specifically for the study.

PARTICIPANTS

The sample were two cohorts of undergraduate first year student nurses (n=178). Of these 123 (69%) signed up to FLO and 77 (63%) completed the evaluation form.

METHODS

The evaluation form that was administered in a classroom situation one week after use of FLO had ceased. Data were analysed through use of a descriptive statistics and thematic analysis approaches.

RESULTS

A range of key themes emerged from the analysis including that text messages were helpful and supportive, increased a sense of belonging to the University and encouraged retention. There were some unresolved issues concerning the costs incurred by participants when sending reply text messages.

CONCLUSIONS

It is concluded that FLO or use of similar mobile phone protocols can be a useful addition to approaches to improve undergraduate nursing student retention rates.

Healthcare under the Panchayati Raj Institutions (PRIs) in a decentralised health system

Purpose This paper aims to explore the challenges and benefits arising from the involvement of Panchayati Raj Institutions (PRIs) in the provisioning of primary healthcare in a decentralised health system of India. Design/methodology/approach A qualitative study design was used in this study. Data were collected through semi-structured interviews from 89 respondents selected from nine primary health centres across the district. A thematic analytical framework approach was used to analyse the data. Findings The research results indicate that there are several challenges resulting from PRIs involvement, including prioritisation of service providers and users, coercive unethical work and lack of communication. However, there are some benefits associated with the involvement of the PRIs in service provisioning, including improved availability and regularity of healthcare providers at the health centres. Research limitations/implications The implications of the findings suggest that the PRIs play an important role in healthcare provisioning; however, their involvement is ineffective due to their partial capabilities and approach, which creates a non-conducive environment. Practical implications Health issues are among the most important human concerns, and recognising and addressing the grassroot challenges help to locate, and overcome the challenges that hinder the smooth healthcare provisioning process. Originality/value National Rural Health Mission has recognised the PRIs as a platform to promote decentralised health planning and for achieving its goals in India. The PRIs are significantly involved in planning, monitoring and provisioning of primary healthcare services at grassroot level. This paper addresses the challenges and benefits that emerged due to their involvement.

Reflective writing: the student nurse's perspective on reflective writing and poetry writing

BACKGROUND

Reflective writing is a mandatory part of nurse education but how students develop their skills and use reflection as part of their experiential learning remains relatively unknown. Understanding reflective writing in all forms from the perspective of a student nurse is therefore important.

OBJECTIVES

To explore the use of reflective writing and the use of poetry in pre-registered nursing students.

DESIGN

A qualitative design was employed to explore reflective writing in pre-registered nursing students.

SETTING

A small university in Scotland.

PARTICIPANTS

BSc (Hons) Adult and Mental Health Pre-registration Student Nurses.

METHODS

Two focus groups were conducted with 10 student nurses during March 2012. Data was analysed thematically using the framework of McCarthy (1999).

RESULTS

Students found the process of reflective writing daunting but valued it over time. Current educational methods, such as assessing reflective accounts, often lead to the 'narrative' being watered down and the student feeling judged. Despite this, reflection made students feel responsible for their own learning and research on the topic. Some students felt the use of models of reflection constricting, whilst poetry freed up their expression allowing them to demonstrate the compassion for their patient under their care.

CONCLUSIONS

Poetry writing gives students the opportunity for freedom of expression, personal satisfaction and a closer connection with their patients, which the more formal approach to reflective writing did not offer. There is a need for students to have a safe and supportive forum in which to express and have their experiences acknowledged without the fear of being judged.

Understanding the scholarly writing development of nurses enrolled in U.S. clinical doctoral programs

PROBLEM

Faculty teaching nurses enrolled in clinical doctoral programs need to understand the process of student scholarly writing development so that students can be prepared to share knowledge and communicate effectively in scholarly formats.

METHODS

A hermeneutic phenomenological study that sought to understand the scholarly writing development of nurses enrolled in a clinical doctoral program was conducted.

FINDINGS

Findings from interviews with six Doctor of Nursing Practice students revealed three themes: learning throughout life, influence of emotions, and getting through the gate.

CONCLUSION

Based upon these findings, recommendations for further development of doctoral student writing are suggested so that students can disseminate their knowledge in a scholarly manner, improve practice, and contribute to the profession.

Changing essay writing in undergraduate nursing education through action research: a Swedish example

AIM

This article describes the development of literature-based models for bachelor degree essays in Swedish undergraduate nursing education. Students' experiences in a course with literature-based models for bachelor degree essays are discussed.

BACKGROUND

The ever-growing body of nursing research and specialized and complex health care practices make great demands on nursing education in terms of preparing students to be both skilled practitioners and users of research. Teaching to help students understand evidence-based practice is a challenge for nursing education.

METHODS

Action research was used to generate knowledge of and practical solutions to problems in everyday locations.

RESULTS

Six models were developed: concept analysis, contributing to evidence-based nursing by means of quantitative research, contributing to evidence-based nursing by means of qualitative research, discourse analysis, analysis of narratives, and literature review.

CONCLUSIONS

Action research was found to be a relevant procedure for changing ways of working with literature-based, bachelor degree essays. The models that were developed increased students' confidence in writing essays and preparedness for the nursing role.

Developing as a scholarly writer: the experience of students enrolled in a PhD in nursing program in the United States

Graduates of doctoral nursing programs are expected to disseminate knowledge through scholarly writing, yet faculty teaching doctoral nursing students in two specific programs in western Pennsylvania in the United States noted students enter their doctoral programs with varying writing skills. The purpose of this hermeneutic phenomenological study was to uncover the lived experience of developing as a scholarly writer. Data were collected through the use of a demographic questionnaire and personal interviews with 10 students enrolled in their first semester of coursework in a traditional, rather than online, 60-credit PhD in nursing program at a large state university in western Pennsylvania. All interviews were recorded and transcribed and served as rich data sources. Data were analyzed using a systematic approach consistent with hermeneutic phenomenology. Themes uncovered included (a) coming to know about scholarly writing, (b) shifting thinking in order to write scholarly, (c) giving birth: the pain and the pleasure of scholarly writing, and (d) putting all the pieces together into the final product. Findings from this study can help faculty to understand the experiences of nursing student scholarly writing development. Recommendations based on the findings include a collection of teaching strategies that can be used to facilitate scholarly writer development across all levels of nursing education.

What are reasonable expectations? Healthcare student perceptions of their programmes in the North West of England

BACKGROUND

Concerns about current levels of attrition from some healthcare programmes have emphasised the need to gain a greater insight into students' expectations and experiences.

OBJECTIVES

The aim of this study was to determine how students in the North West of England perceived their studies and to identify the factors that could contribute to students' dissatisfaction.

DESIGN

A mixed methods sequential exploratory study.

SETTINGS

Nine universities in the North West of England.

METHODS

Phase one used narrative interviews with a purposive sample of 24 students to investigate their expectations and experiences. Data from these interviews were analysed using a thematic framework and direct quotes from key themes were incorporated into online survey for phase 2. Survey respondents were asked to rate their agreement to statements on a four-point Likert-type response format. There was also an opportunity to leave comments through open questions relating to each theme.

RESULTS

A total of 1080 respondents completed the online survey in phase 2. The majority of students reported positive experiences of their course. There was strong agreement in the importance of the role of the personal tutor and of a supportive placement mentor. Some students indicated that the workload and academic level were a shock at first. Students identified difficulties around the cost of placement travel and the impact of placements on family life. Financial hardship was a frequently cited issue that students attributed to thoughts of discontinuation.

CONCLUSIONS

Most students had positive learning experiences which meet their expectations. Students who have unmet expectations report poor placement experiences, lack of support, unexpectedly high workloads and financial difficulties. Clear guidance on the role of personal tutor and placement mentor is recommended.

Facilitating scholarly writer development: the writing scaffold

PROBLEM OF INTEREST: Nursing faculty at a private, medium-sized university noted that students in their online Registered Nurse to Bachelor of Science in Nursing, hybrid Master of Science in Nursing, and online Doctor of Nursing Practice programs displayed varying scholarly writing abilities.

PURPOSE

This article proposes an evidence-based comprehensive support framework, or scaffold that can be used in nursing education to facilitate the development of scholarly writing abilities in students.

PRACTICE IMPLICATION

The writing scaffold is recommended for use by nursing faculty to facilitate the development of scholarly writing abilities within nursing, across nursing program levels, and across disciplines.

Promoting critical thinking and academic writing skills in nurse education

Although academic skills, conceptualised as writing and critical thinking, are a vital part of university studies, research indicates that many students leave without having mastered these skills effectively. This research also reflects on nursing students. Nursing could also be said to be hampered by a number of complex educational challenges that are likely to impact on the academic socialisation process in general. These challenges include being a relatively 'young' academic discipline, the 'theory-practice' divide, a knowledge bed lying on a complex intersection of two 'antithetical sciences' and, at least in the Scandinavian countries, an increasing number of nurse educators with a PhD in nursing science but with limited time to develop their own teaching skills. In combination, these challenges have the potential to act as stumbling blocks, both from a teaching and learning perspective. I would suggest that a departure in teaching from theoretical educational models, such as Lea and Street's 'academic literacies model,' including skills, socialisation and academic literacy models simultaneously, could be one of several ways forward to create a learning environment that takes these issues into account.

How Baccalaureate Nursing Programs Teach Writing

BACKGROUND

Written communication skills are critical for nursing practice. However, nursing faculty often find students unprepared to communicate clearly and effectively in writing. This integrative review identifies and discusses specific approaches used in baccalaureate programs to teach writing skills to prelicensure nursing students.

METHODS

Electronic databases PubMed, CINALHL, and ERIC were used. Nine articles were found describing programs that taught writing skills to prelicensure nursing students in baccalaureate programs. All articles were published since 1990 and met inclusion and exclusion criteria. Writing programs were divided into two categories: stand-alone programs and programs integrated across a nursing curriculum. Instructional strategies were analyzed to identify common elements.

FINDINGS AND DISCUSSION

Five common elements of such programs were identified: short writing assignments, faculty training, sequential writing assignments, giving students examples of successful writing or explaining grading rubrics, and revision after faculty or peer feedback. Across-curriculum programs appeared to include these components more often than stand-alone programs.

CONCLUSION

Writing programs implemented across a nursing curriculum may be more likely to include certain common components than are stand-alone programs. There is a critical need to measure both short- and long-term outcomes of these writing programs.

Iranian nursing students' comprehension and experiences regarding evaluation process: a thematic analysis study

In this study, a qualitative design based on a thematic analysis approach was employed to explore the comprehension and experiences of Iranian nursing students regarding evaluation process in both classroom and clinical setting. After utilising purposeful sampling to choose 13 bachelor's degree nursing students, semi-structured interviews were held for data gathering. During the data analysis, three main themes emerged: 'definition of evaluation process', 'unfair evaluation' and 'ideal evaluation'. The second theme consisted of two sub-themes: 'problematic process' and 'unexpected outcome'. Our study findings showed a gap between what Iranian nursing students depicted as a fair and equitable evaluation and what they experienced during their academic career. There is a need to bring a change to process of evaluation to increase the feeling of fairness and justice regarding evaluation among nursing students. The findings can be helpful for international nurse instructors to be exposed to the unheard perspectives of nursing students and reconsider the weaknesses of evaluation process conducted by them.

Thematic analysis of written assignment feedback: implications for nurse education

This paper is a thematic review of the literature on written assignment feedback. Feedback is now accepted as a key factor affecting learning and, in educational settings, the term feedback is used in the context of assessments, where its main function is to provide information about students' current performance as well as constructive comments that enhances future learning. Theoretical frameworks for interpreting students' responses to feedback are reviewed. The perceptions of feedback by students and lecturers are considered with a more detailed analysis of the form of feedback which provides a basis for discussion on quality feedback and how improvements can be made.

Nursing students learning to utilize nursing research in clinical practice

The purpose of the study was to examine the significance of a learning assignment in relation to research skills and learning of nursing students in clinical practice. The learning assignment included an oral presentation of a nursing research article, which the students gave to their fellow students and ward nurses. The students also chaired the discussion after the presentation. The target group for the study was nursing students of a Finnish polytechnic who had been studying for 2-2 1/2 years and had accomplished a minimum of 120 ECTS credits of the total of 210 ECTS credits. When participating in the study, the students were completing a six-week clinical practice of optional studies. The data were collected with a questionnaire designed for the study. It consisted of six open-ended questions. Three of the questions were related to learning of research skills. Two questions were concerned with learning during the ongoing clinical practice. The final question inquired the students' views on the development of the learning assignment. The students received the questionnaire before the commencement of their clinical practice, and they returned it to the other researcher after their clinical practice. The questionnaire was given to 80 students, of which 50 returned it; the response rate was 63%. The data were analysed by content analysis question by question. According to the results, the learning assignment advanced the understanding of research concepts for the majority of the students. In particular, the students reported that the oral presentation clarified the research concepts, and the structure of a scientific article was also elucidated. The students stated that the assignment generated ideas concerning the development of nursing care. In relation to the ongoing clinical practice, the assignment advanced patient encounters and interaction, and bearing responsibility the most. Proposals for the further development of the learning assignment were expressed by more than half of the nursing students. Half of them suggested ensuring the interest in the topic from the ward.

Writing for publication: adapting academic work into articles

This article discusses how to transform material worthy of dissemination into a form that leads to successful publication. It focuses on publication of systematic and literature reviews, empirical studies and conceptual analyses undertaken as part of a course of academic study. An increasing number of nurses and midwives are undertaking healthcare-related courses at BSc, MSc, MPhil and PhD level. Many of their theses are ultimately left to gather dust on library shelves, and are only read by examiners. The authors have worked with many novice writers whose attempts to write up their theses have been unsuccessful for a number of reasons. These are explored in this article. Suggestions for avoiding the many pitfalls that can prevent publication are offered.