Exploration of Graduate Health Care Student Writing Skills Using a Transformational Learning Approach to a Literacy...

Health care educators are obligated to ensure that student writing skills are current, appropriate, and integrated into their role as future practitioners. The purpose of this study was to examine the impact and satisfaction of a transformational learning approach in a literacy-enriched health professions program on student's writing skills.

Two different cohorts of occupational therapy students enrolled in a literacy program embedded in the first year of the professional phase of the occupational therapy program curriculum. The literacy-enriched program was based on transformative learning theories and was delivered by program faculty and writing tutors from the university writing center. Effectiveness was assessed using the ASSET writing test and a student satisfaction survey. Paired t-tests compared pre- and post-curriculum implementation scores on the ASSET. The association between student satisfaction post-program and pre- and post-writing scores were analyzed using Pearson correlations.

Significant differences were found in the pre- and-post ASSET scores. Additionally, many students reported satisfaction with the writing program regarding their ability to revise, edit, proofread, and paraphrase content.

This study demonstrated continuity of improved writing skill development across three different years of students using a transformational learning approach in a literacy-enriched curriculum, suggesting a potential positive outcome of the program.