Effect of writing across the curriculum techniques on students' affective and cognitive learning about nursing...

A descriptive design evaluated the effect of writing across the curriculum techniques on students' attitudes toward, and critical understanding of, nursing research. Using a semantic differential, students' (n = 17) attitudes were measured prior to a research theory course, immediately after the course, and at the end of the following term in which they were required to write a partial research proposal. This writing assignment was supported by a writing laboratory. Data analysis included paired t tests to measure differences after the course and after completion of the writing assignment and to measure differences in quality of papers submitted by those who attended the writing lab and those who did not. Results demonstrated significant positive changes in students' feelings about doing research and their beliefs about the desirability of research. No significant differences in quality of papers were found.