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Brown LG, Cicchino A. Asynchronous Peer Review Feedback in an Undergraduate Nursing Course: What Students Can Teach Each Other About Writing. Nurse Educ 2022; 47:303-307. [PMID: 35503114 DOI: 10.1097/nne.0000000000001207] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND Because patient care depends on nurses' ability to effectively communicate, nursing students need opportunities to develop written and oral communication skills through low-stakes activities. However, content-intensive classes and clinical schedules are obstacles to explicit writing support. Online asynchronous peer review can be an effective solution. PURPOSE Students participated in an online asynchronous peer review intervention. Students reported their perceptions of the peer review and subsequent revisions. METHODS The authors developed a peer review activity, designed to guide students to give online asynchronous feedback. Students evaluated its effectiveness and value through pre- and posttest surveys. RESULTS Ninety-four percent (n = 68) of participants reported peer review as beneficial to the writing process, with 74% reporting they revised their writing in meaningful ways. Students felt peer feedback was useful, positive, valid, and reliable. CONCLUSION Findings suggest that even when delivered asynchronously online, peer review can support nursing students' writing process and scaffold content learning.
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Affiliation(s)
- Lynn Greenleaf Brown
- Associate Clinical Professor (Dr Brown), Auburn School of Nursing, and Associate Director (Dr Cicchino), University Writing, Auburn University, Auburn, Alabama
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Glew PJ, Ramjan LM, Salas M, Raper K, Creed H, Salamonson Y. Relationships between academic literacy support, student retention and academic performance. Nurse Educ Pract 2019; 39:61-66. [DOI: 10.1016/j.nepr.2019.07.011] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2018] [Revised: 12/20/2018] [Accepted: 07/31/2019] [Indexed: 10/26/2022]
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Development of a Writing Rubric: A Failed Research Study Yielding Positive Results. Nurs Educ Perspect 2019; 42:56-58. [PMID: 31335492 DOI: 10.1097/01.nep.0000000000000547] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
ABSTRACT Faculty frustration with poor student writing ability and inconsistency among faculty on grading elements of assigned papers triggered the college administration to appoint a writing task force. The first goal was to develop a writing rubric. To measure the effectiveness of the rubric, faculty designed a research study but encountered failure early. Researchers could not achieve interrater reliability using the rubric and were unable to move forward. However, even a failed research study does not necessarily result in failure. Positive lessons were learned, a rubric contract was implemented, and our processes were innovated for improved faculty/student communication.
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Mitchell KM, McMillan DE. A curriculum-wide assessment of writing self-efficacy in a baccalaureate nursing program. NURSE EDUCATION TODAY 2018; 70:20-27. [PMID: 30125867 DOI: 10.1016/j.nedt.2018.08.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2017] [Revised: 07/14/2018] [Accepted: 08/08/2018] [Indexed: 06/08/2023]
Abstract
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.
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Affiliation(s)
- Kim M Mitchell
- Red River College, C608-2055 Notre Dame Ave., Winnipeg, MB R3H 0J9, Canada; University of Manitoba, Winnipeg, MB, Canada.
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5
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Mitchell KM. Constructing Writing Practices in Nursing. J Nurs Educ 2018; 57:399-407. [DOI: 10.3928/01484834-20180618-04] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2017] [Accepted: 03/01/2018] [Indexed: 11/20/2022]
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Miller LC, Russell CL, Cheng AL, Zembles S. Testing the efficacy of a scaffolded writing intervention with online degree-completion nursing students: A quasi-experimental design. Nurse Educ Pract 2018; 32:115-121. [PMID: 30269761 DOI: 10.1016/j.nepr.2018.06.011] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2017] [Revised: 03/24/2018] [Accepted: 06/24/2018] [Indexed: 11/17/2022]
Abstract
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.
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Affiliation(s)
- Louise C Miller
- University of Missouri Sinclair School of Nursing, School of Nursing Building, University of Missouri-Columbia, Columbia, MO, 65211, USA.
| | - Cynthia L Russell
- University of Missouri Kansas City School of Nursing and Health Studies, 2464 Charlotte St, Kansas City, MO, 64108, USA.
| | - An-Lin Cheng
- University of Missouri Kansas City School of Medicine, 2411 Holmes St, Kansas City, MO, 64108, USA.
| | - Shawn Zembles
- University of Missouri Kansas City School of Nursing and Health Studies, 2464 Charlotte St, Kansas City, MO, 64108, USA.
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Jefferies D, McNally S, Roberts K, Wallace A, Stunden A, D'Souza S, Glew P. The importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice: A systematic review. NURSE EDUCATION TODAY 2018; 60:84-91. [PMID: 29055236 DOI: 10.1016/j.nedt.2017.09.020] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2017] [Revised: 08/31/2017] [Accepted: 09/30/2017] [Indexed: 06/07/2023]
Abstract
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.
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Affiliation(s)
- Diana Jefferies
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Stephen McNally
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Katriona Roberts
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Anna Wallace
- Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Annette Stunden
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Suzanne D'Souza
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia. SD'
| | - Paul Glew
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia; Centre for Applied Nursing Research (CANR), Ingham Institute for Applied Medical Research, Australia.
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Mitchell KM, Harrigan T, McMillan DE. Writing self-efficacy in nursing students: The influence of a discipline-specific writing environment. Nurs Open 2017; 4:240-250. [PMID: 29085650 PMCID: PMC5653396 DOI: 10.1002/nop2.90] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2017] [Accepted: 06/19/2017] [Indexed: 11/09/2022] Open
Abstract
Aim To explore if writing self‐efficacy improved among first‐year nursing students in the context of discipline‐specific writing. The relationship between writing self‐efficacy, anxiety and student grades are also explored with respect to various learner characteristics such as postsecondary experience, writing history, English as a second language status and online versus classroom instruction. Design A one group quasi‐experimental study with a time control period. Method Data was collected over the 2013–2014 academic year at orientation, start of writing course and end of writing course. Results Writing self‐efficacy improved from pre‐ to post writing course but remained stable during the time control period. Anxiety was negatively related to writing self‐efficacy but remained stable across the study period. Inexperienced students and students with less writing experience, appeared to over‐inflate their self‐assessed writing self‐efficacy early in the programme. This study gives promising evidence that online and classroom delivery of instruction are both feasible for introducing discipline specific writing.
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Affiliation(s)
- Kim M Mitchell
- Nursing Department School of Health Sciences and Community Services Red River College Winnipeg MB Canada.,College of Nursing Rady Faculty of Health Sciences University of Manitoba Winnipeg MB Canada
| | - Tom Harrigan
- Nursing Department School of Health Sciences and Community Services Red River College Winnipeg MB Canada
| | - Diana E McMillan
- College of Nursing Rady Faculty of Health Sciences University of Manitoba Winnipeg MB Canada
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Harrison S, LeBlanc N. Method simple: An electronic interactive tool helping nursing students prepare for written and oral presentation. NURSE EDUCATION TODAY 2016; 43:10-14. [PMID: 27286938 DOI: 10.1016/j.nedt.2016.04.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2015] [Revised: 03/20/2016] [Accepted: 04/18/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Developing reflective writing skills is an essential competency in nursing. Nursing schools recognize the importance of promoting scholarly thinking and academic writing amongst their student yet, there is a large gap in the tools and opportunities students receive to help them master these skills during their baccalaureate studies. Method SIMPLE is an innovative and interactive web based tool introduced in first year that can help nursing students prepare university papers both written and oral. AIM OF THE STUDY To discover how students learn to use the tool, what barriers affect proper use of the tool, and what role faculty plays in ensuring students' successful use of the tool. The study also sought to explore students' perception in regards to the contribution of the tool to improve their academic work. RESEARCH METHOD USED Data was collected using two research methodologies. Method SIMPLE has a built-in satisfaction survey at the end of each of the six modules that provides quantitative and qualitative data about the tool itself. A qualitative descriptive study was chosen to better understand student and faculty's perceptions regarding the tool. Data was collected during three focus groups. CONCLUSIONS AND RECOMMENDATIONS Students shared their experiences using the tool and talked at length about the importance Method SIMPLE's section "P" which explains in depth how to submit written papers. Participants recognized the benefits of having a web based tool. Results from the built-in evaluation surveys and descriptive analysis of the focus groups data also helped generate three types of recommendations: ways to enhance the tool itself, ways to enhance students' experience when using the tool and faculty's responsibility in helping students learn how to use the tool.
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Affiliation(s)
- Suzanne Harrison
- Université de Moncton, École de science infirmière, 18 avenue Antonine Maillet, Moncton, NB, E1A 3E9, Canada
| | - Nathalie LeBlanc
- Université de Moncton, École de science infirmière, 18 avenue Antonine Maillet, Moncton, NB, E1A 3E9, Canada
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Lum L, Dowedoff P, Englander K. Internationally educated nurses’ reflections on nursing communication in Canada. Int Nurs Rev 2016; 63:344-51. [DOI: 10.1111/inr.12300] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- L. Lum
- School of Nursing and School of Health Policy and Management; Faculty of Health; York University; Toronto Ontario Canada
| | - P. Dowedoff
- Department of Sociology; York University; Toronto Ontario Canada
| | - K. Englander
- Department of Languages and Literature; York University; Toronto Ontario Canada
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Hawks SJ, Turner KM, Derouin AL, Hueckel RM, Leonardelli AK, Oermann MH. Writing Across the Curriculum: Strategies to Improve the Writing Skills of Nursing Students. Nurs Forum 2015; 51:261-267. [PMID: 26534870 DOI: 10.1111/nuf.12151] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
BACKGROUND Writing across the curriculum (WAC) is a strategy in which writing instruction occurs in classes outside of composition, literature, and other English courses. This literature review was conducted to identify and synthesize the peer-reviewed literature about WAC in nursing education. METHODS The team performed searches of MEDLINE (PubMed), CINAHL Plus With Full Text, and ERIC for articles published between January 2003 and April 2014. A combination of Medical Subject Heading terms (or equivalent) and keywords were used to create the database search strategies. RESULTS There were 48 articles that discussed WAC. Most of the papers described writing courses in nursing programs, strategies to teach writing to nursing students, and writing activities or assignments within nursing courses. High-level evidence examining the impact of writing strategies and exercises in courses and occurring across the curriculum was lacking. Only 18 (37.5%) of these papers were evaluative; most of the databased articles were either author observations or perceptions of changes in students' writing ability, or low-level research studies. CONCLUSIONS Strategies, assignments, and courses intended to promote writing skills of nursing students were documented in this literature review; however, further evaluation is needed to determine which are most effective. Hawks Turner Derouin Hueckel Leonardelli Oermann.
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Evaluating undergraduate nursing students' self-efficacy and competence in writing: Effects of a writing intensive intervention. Nurse Educ Pract 2015; 15:174-80. [DOI: 10.1016/j.nepr.2014.12.002] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2014] [Revised: 10/20/2014] [Accepted: 12/21/2014] [Indexed: 11/17/2022]
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Oermann MH, Leonardelli AK, Turner KM, Hawks SJ, Derouin AL, Hueckel RM. Systematic Review of Educational Programs and Strategies for Developing Students’ and Nurses’ Writing Skills. J Nurs Educ 2015; 54:28-34. [DOI: 10.3928/01484834-20141224-01] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2014] [Accepted: 10/28/2014] [Indexed: 11/20/2022]
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Discipline matters: Embedding academic literacies into an undergraduate nursing program. Nurse Educ Pract 2014; 14:686-91. [DOI: 10.1016/j.nepr.2014.09.005] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2013] [Revised: 07/24/2014] [Accepted: 09/21/2014] [Indexed: 11/20/2022]
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Abstract
Scholarly writing is an essential skill for nurses to communicate new research and evidence. Written communication directly relates to patient safety and quality of care. However, few online RN-BSN programs integrate writing instruction into their curricula. Nurses traditionally learn how to write from instructor feedback and often not until midway into their baccalaureate education. Innovative strategies are needed to help nurses apply critical thinking skills to writing. The authors discuss a collaborative project between nursing faculty and technical communication faculty to develop and implement a writing course that is 1 of the 1st courses the students take in the online RN-BSN program.
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