Student Reflections on Learning in a Doctoral-Level Writing Course.
Background: Programs to improve student writing have been deployed widely in nursing graduate education, but few operational indicators exist for measuring their value. Problem: The challenge of measuring outcomes reflects the complexity of what transpires when graduate students write. Better unders...
| Publicado en: | Nurse Educator Vol. 49; no. 5; pp. 284 - 289 |
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| Autores principales: | , , , , , , , , , , |
| Formato: | Journal Article |
| Publicado: |
Lippincott Williams & Wilkins
Sep/Oct2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=179665373&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 179665373 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03633624 4EP jtl: Nurse Educator issn: 03633624 maglogo: N pubinfo: dt: Sep/Oct2024 vid: 49 iid: 5 pid: 433 pub: Lippincott Williams & Wilkins place: Baltimore, Maryland artinfo: ui: 179665373 10.1097/NNE.0000000000001606 179665373 ppf: 284 ppct: 5 formats: tig: atl: Student Reflections on Learning in a Doctoral-Level Writing Course. aug: au: Anderson, Jessica Berryman, Kristen Dowd, Jessica Kenny, Caitlin Luib, Patrick Nkrumah, Isaac Reilly, Laura Retano-Anderson, Angela Ronquillo, Khristine Wadhawan, Anju Birnbaum, Shira affil: PhD student, Rutgers University School of Nursing, Newark, New Jersey sug: subj: Students, Nursing, Graduate Psychosocial Factors Student Attitudes Reflection Learning Education, Nursing, Doctoral Writing Education Outcomes of Education Program Implementation Course Evaluation Clinical Competence Professional Identity Education, Clinical Students, Nursing, Doctoral Teaching Methods, Clinical Curriculum Development Reading ab: Background: Programs to improve student writing have been deployed widely in nursing graduate education, but few operational indicators exist for measuring their value. Problem: The challenge of measuring outcomes reflects the complexity of what transpires when graduate students write. Better understanding is needed of what it means to students to "learn" from writing support. Approach: A full-semester writing course was implemented in a nursing science PhD program. In formative course assessment activities, students identified problems in early drafts of their work, which they subsequently learned to detect and resolve. In this article, students report what was learned. Conclusion: Writing skills, like clinical skills, are intertwined with intellectual maturation and sense of professional identity. Writing, like clinical learning, requires an investment of time and labor far beyond what is typical in didactic approaches to classroom-based graduate education. Our experience suggests a need to reconceptualize writing pedagogy in nursing. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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