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Effects of a programme to advance scholarly writing
Annie Rohan1, Judith Fullerton2
1School of Nursing, Stony Brook University, Stony Brook, New York, USA.
The Clinical Teacher
|December 4, 2018
Summary
Doctoral students in nursing practice improved their scholarly writing through peer feedback and workshops. This approach enhanced writing competence and confidence, even for those with lower proficiency levels.
Area of Science:
- Nursing Education
- Academic Writing
- Doctoral Studies
Background:
- Scholarly writing is crucial for doctoral studies but often lacks systematic teaching.
- Doctoral students need support to develop writing confidence and competence.
Purpose of the Study:
- To promote writing as a core scholarly activity for doctoral students.
- To enhance students' self-awareness regarding writing confidence and challenges.
- To improve overall writing competence in doctoral nursing students.
Main Methods:
- Implemented peer-supported interventions in a Doctor of Nursing Practice (DNP) foundational course.
- Included a writing assignment where students critiqued peers' work on conventions and structure.
- Utilized reading papers aloud to identify clarity issues and offered optional writing workshops with interdisciplinary mentors.
Main Results:
- Peer support, mentorship, and use of plain language were effective in improving DNP student writing.
- A writing-enriched curriculum benefited students with diverse writing abilities, including those with low proficiency.
Conclusions:
- Innovative, peer-supported interventions can significantly enhance doctoral students' scholarly writing skills.
- Faculty may require training to effectively mentor students in doctoral-level academic writing.
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