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Doctoral students' responses to writing critique: messages for teachers
S J Eyres1, D H Hatch, S B Turner
1School of Nursing, University of Washington, Seattle 98195-7262, USA.
Abstract:
Writing is a major part of learning scholarship in a discipline. Therefore, it is important to understand what promotes and what hinders this learning. In transcribed interviews, 15 doctoral students in nursing at a large university described to us what they saw as helpful or not helpful about responses to their writing. The themes take the form of messages for teachers that, when reported in the context of the composition literature, provide helpful suggestions for teachers.
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Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care evaluation by...