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Evaluating the Writing-to-Learn strategy with undergraduate nursing students
1University of Miami, School of Nursing, 5801 Red Road, Coral Gables, FL 33143, USA. lschmidt@miami.edu
The Journal of Nursing Education
|December 13, 2006
Summary
The writing-to-learn (WTL) strategy benefits nursing students by reducing writing apprehension. This study empirically investigated WTL
Area of Science:
- Nursing Education
- Educational Psychology
Background:
- The writing-to-learn (WTL) instructional strategy requires more empirical validation.
- Anecdotal evidence suggests WTL offers benefits in academic settings.
Purpose of the Study:
- To empirically evaluate the effectiveness of the writing-to-learn (WTL) strategy.
- To assess the impact of WTL on nursing students' writing apprehension.
Main Methods:
- Quasi-experimental, non-equivalent control group design.
- Pretest-posttest measures administered to 87 undergraduate nursing students.
- Utilized two distinct measures of writing apprehension.
Main Results:
- Students in the experimental group reported significant perceived benefits from the WTL approach.
- A statistically significant decrease in writing apprehension was observed in the WTL group.
- Findings align with existing WTL theory and reported outcomes.
Conclusions:
- The writing-to-learn strategy is an effective instructional method for nursing education.
- WTL can significantly reduce writing apprehension among undergraduate nursing students.
- Further research into WTL is warranted given its positive impact.
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