Don't Be a Serial Citer. Synthesize!

Area of Science:

• Nursing Education
• Academic Writing Skills

Background:

• Graduate nursing students often exhibit
• serial citing
• a writing habit that lacks synthesis.
• Developing strong academic writing skills is crucial for nursing scholarship.

Purpose of the Study:

• To introduce an interactive teaching-learning strategy to improve synthesis writing skills in graduate nursing students.
• To help students overcome the tendency of "serial citing."
• To foster positive group work experiences and peer familiarization.

Main Methods:

• An onsite, face-to-face orientation session was conducted.
• An interactive teaching-learning strategy, "Don't Be a Serial Citer. Synthesize!", was implemented.
• The activity was designed to take approximately two hours.

Main Results:

• Students were guided to move beyond serial citation towards synthesis.
• The strategy provided a positive group work experience.
• Students had opportunities to connect with classmates.

Conclusions:

• The "Don't Be a Serial Citer. Synthesize!" strategy is effective for teaching beginning synthesis writing skills.
• The intervention supports positive socialization and collaboration among new graduate nursing students.
• This approach enhances both academic and interpersonal skills development in nursing education.