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Continuous Quality Improvement of Writing Assignments: A Process for Faculty Development
Lisa R Singleterry1, Susan Caulfield
1About the Authors Lisa R. Singleterry, PhD, RN, CNE, is an assistant professor, Bronson School of Nursing, College of Health and Human Services, Western Michigan University, Kalamazoo, Michigan. Susan Caulfield, PhD, is a full professor at Interdisciplinary Health Programs, College of Health and Human Services, Western Michigan University. For more information, contact Dr. Singleterry at lisa.singleterry@wmich.edu or lisasingleterry@gmail.com.
Nursing faculty can improve student writing assignments using the four-step PODE framework. This instructional design model enhances assignment quality and student writing skills.
Area of Science:
- Nursing Education
- Instructional Design
Background:
- Developing effective writing assignments is crucial for nursing education.
- Faculty often face challenges in creating and assessing student writing.
Purpose of the Study:
- To introduce a structured instructional design framework for nursing writing assignments.
- To enhance the quality of nursing course assignments and student writing skills.
Main Methods:
- Described a four-step instructional design framework: Purpose, Objectives, Directions, and Evaluation (PODE).
- Focused on practical application for nursing faculty.
Main Results:
- The PODE framework aids in assignment development, assessment, and revision.
- Faculty reported reduced frustration and improved student work quality.
Conclusions:
- The PODE framework offers a systematic approach to improving nursing assignments.
- Implementation can lead to enhanced student writing proficiency and continuous quality improvement.
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