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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
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Evaluating Scientific Writing Skill in DNP Program Students.
Michelle DeCoux Hampton1, Linda Chafetz
1Author Affiliations: Associate Professor and Doctor of Nursing Practice Program Coordinator (Dr Hampton), San Jose State University, California; and Professor Emeritus (Dr Chafetz), University of California, San Francisco.
Nurse Educator
|July 14, 2020
Summary
A new scientific writing rubric effectively identifies strengths and weaknesses in nursing students' writing, improving assessment consistency compared to general essay rubrics.
Area of Science:
- Nursing Education
- Scientific Communication
Background:
- Scientific writing skill development is crucial in nursing, yet specific skills are often poorly defined and measured.
- Interventions for improving scientific writing in nursing are common, but lack standardized assessment tools.
Purpose of the Study:
- To compare the effectiveness of two rubrics in assessing scientific writing skills.
- To evaluate the utility of a scientific writing rubric versus a general essay rubric for Doctor of Nursing Practice (DNP) students' final project reports.
Main Methods:
- A cross-sectional, descriptive study design was employed.
- Two distinct rubrics were used to assess scientific writing skills in DNP students' final project reports.
Main Results:
- The scientific writing rubric demonstrated higher interrater agreement (82.3%) compared to the general essay rubric (69.6%).
- Key strengths identified included adherence to structure, paraphrasing, and grammar/punctuation/style.
- Weaknesses were noted in the use of primary sources, concise presentation, and critical appraisal.
Conclusions:
- The scientific writing rubric is superior to a general essay rubric for identifying specific strengths and weaknesses in scientific writing.
- The scientific writing rubric enhances interrater consistency in skill assessment for nursing students.
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