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Fostering scholarly writing development using a scaffolding approach.

Kelley McGuire1

  • 1Southern Illinois University Edwardsville, Campus Box 1066, Edwardsville, IL. 62026 - United States; University of Wisconsin - Green Bay, 2420 Nicolet Drive, Green Bay, WI. 54311 - United States.

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Summary

Graduate nursing students improved scholarly writing skills through a collaborative, semester-long activity focusing on evidence-based practice strategies. This approach effectively enhanced their ability to conduct inquiry and prepare for professional dissemination.

Keywords:
DNPDisseminationDoctor of nursing practiceGraduateLiterature reviewScaffoldingScholarly writingWriting

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Area of Science:

  • Nursing Education
  • Scholarly Communication
  • Evidence-Based Practice

Background:

  • Scholarly writing proficiency is crucial for graduate nursing students' academic success.
  • Deficiencies in writing skills can impede program completion and professional development.

Purpose of the Study:

  • To evaluate a collaborative, semester-long teaching strategy designed to enhance graduate nursing students' scholarly writing.
  • To assess the impact of specific evidence-based practice (EBP) skills on writing improvement.

Main Methods:

  • Students engaged in collaborative activities over one semester.
  • Key strategies included PICO(T) question development, literature appraisal (primary and secondary sources), and literature matrix creation.
  • Focus on practical application of EBP principles to writing tasks.

Main Results:

  • A demonstrable improvement in students' inquiry skills was observed.
  • Students showed enhanced scholarly writing abilities by the end of the semester.
  • The collaborative approach facilitated skill development and application.

Conclusions:

  • The implemented teaching strategy effectively fostered scholarly writing development in graduate nursing students.
  • This innovative approach prepares students for effective dissemination of their work.
  • Integrating EBP skills is a viable method for improving academic writing in nursing programs.