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Interdisciplinary research: evaluating writing to learn in the nursing curriculum
Nursingconnections
|January 1, 1995
Summary
This study tested writing-to-learn strategies in an introductory nursing course. The intervention aimed to boost student engagement, comprehension, and critical thinking skills.
Area of Science:
- Nursing Education
- Curriculum Development
- Writing Studies
Background:
- Introductory nursing courses often require foundational knowledge and critical thinking skills.
- Effective pedagogical strategies are crucial for student success in nursing programs.
- Writing-to-learn approaches offer potential benefits for comprehension and engagement.
Purpose of the Study:
- To evaluate the effectiveness of a writing-to-learn curriculum intervention.
- To assess the impact of the intervention on student involvement and data comprehension.
- To determine if writing strategies enhance critical thinking in freshman nursing students.
Main Methods:
- A 3-year collaborative study involving nursing and writing departments.
- Implementation of an intense writing-to-learn curriculum in a required introductory nursing course.
- Utilizing specific writing strategies designed to foster personal involvement, improve data comprehension, and encourage critical thinking.
Main Results:
- Findings represent Part III of a 3-year investigation.
- The study specifically tested the effectiveness of the writing-to-learn intervention.
- Results focus on the impact of writing strategies on nursing students.
Conclusions:
- Writing-to-learn strategies were integrated into a freshman nursing curriculum.
- The study's findings contribute to understanding effective teaching methods in nursing education.
- The research provides insights into fostering critical thinking and comprehension through writing.