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MSN Students' Self-Assessed Use of the Knowledge, Skills, and Attitudes of Scholarly Writing
Elizabeth A Gazza1, Teresa Shellenbarger, Diane F Hunker
1About the Authors Elizabeth A. Gazza, PhD, RN, LCCE, FACCE, is an associate professor, University of North Carolina Wilmington, Wilmington, North Carolina. Teresa Shellenbarger, PhD, RN, CNE, ANEF, is a distinguished university professor and doctoral program coordinator, Indiana University of Pennsylvania, Indiana, Pennsylvania. Diane F. Hunker, PhD, MBA, RN, is a program director and associate professor, Chatham University, Pittsburgh, Pennsylvania. For more information, contact Dr. Gazza at gazzae@uncw.edu.
Aim:
This study explored master of science in nursing students' self-assessed use of the evidence-based knowledge, skills, and attitudes (KSAs) of scholarly writing.
Background:
Understanding MSN students' self-assessed use of the KSAs of writing can help faculty better prepare MSN graduates to advance the science of nursing through scholarly writing.
Method:
A descriptive correlational design was used to determine how a national sample of 76 MSN students assessed their ability to demonstrate the KSAs of scholarly writing and to determine associations between select demographic variables and the self-assessment results.
Results:
Participants were familiar with the KSAs of scholarly writing and used them with varying frequency. No associations were identified between demographic variables and the KSA self-assessment ratings.
Conclusion:
Additional writing opportunities and inclusion of a variety of writing assignments could increase use of the KSAs and therefore facilitate the development of scholarly writing abilities needed to advance nursing.