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Doctoral Student Self-Assessment of Writing Development.
Diane F Hunker1, Teresa Shellenbarger2, Elizabeth A Gazza3
1Department of Nursing, Chatham University, Pittsburgh, Pennsylvania.
Journal of Doctoral Nursing Practice
|August 4, 2020
Summary
Doctoral nursing students effectively use most writing knowledge, skills, and attitudes (KSAs) at each education level. Self-assessment is a valuable tool for identifying areas needing further writing development.
Area of Science:
- Nursing Education
- Scholarly Writing
- Academic Development
Background:
- Doctoral nursing students face challenges in scholarly writing.
- Limited research explores student self-assessment of writing knowledge, skills, and attitudes (KSAs).
- This study addresses the gap by examining self-assessment in doctoral nursing writing development.
Purpose of the Study:
- Evaluate doctoral student self-assessment of writing-specific KSAs across nursing education levels.
- Explore the relationship between student demographics and self-assessment outcomes.
- Identify potential areas for targeted writing support in doctoral nursing programs.
Main Methods:
- A national sample of doctoral nursing students participated.
- An electronic, 35-item self-assessment tool was utilized.
- Data were collected on self-perceived KSAs related to scholarly writing.
Main Results:
- Doctoral students reported utilizing most KSAs expected at BSN, MSN, and doctoral levels.
- One doctoral-level KSA fell below the benchmark for Doctor of Nursing Practice (DNP) students.
- A positive correlation was observed between DNP students' self-assessment scores and age.
Conclusions:
- Doctoral students perceive their writing KSAs align with educational expectations.
- Self-assessment effectively gauges writing development and highlights areas for improvement.
- Demographic factors, except age, showed minimal influence on writing self-assessment.
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