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Integrating Writing Throughout the Curriculum in Doctor of Nursing Practice Programs: A Collaborative Model for Success.
- Source :
- Journal of Nursing Education; Apr2023, Vol. 62 Issue 4, p241-248, 8p
- Publication Year :
- 2023
-
Abstract
- Background: Historically, faculty in Doctor of Nursing Practice (DNP) programs have noted poor student writing proficiency, which is associated with substandard oral and written communication skills, analytical reflection, and professional role attainment. Few studies have investigated incorporating integrative collaborative model Writing Across the Curriculum (WAC) strategies in DNP programs. This study evaluated the efficacy of this model on the writing proficiency of students in their final year of the DNP program. Method: This mixed-methods study examined how a collaborative model using WAC strategies affects DNP project value and rigor, writing proficiency, and student satisfaction. Results: Student writing proficiency improved significantly, resulting in statistical improvement in DNP project value and rigor. Students viewed the collaborative model favorably when using the incorporated WAC strategies. Conclusion: A collaborative WAC model used by nursing faculty, writing resource centers, and a research librarian effectively improved the writing skills of DNP students. [J Nurs Educ. 2023;62(4):241–248.] [ABSTRACT FROM AUTHOR]
- Subjects :
- PUBLISHING
PILOT projects
DOCTORAL students
EVALUATION of human services programs
RESEARCH methodology
SATISFACTION
CRITICAL thinking
COMPARATIVE studies
T-test (Statistics)
CONCEPTUAL structures
INTERPROFESSIONAL relations
PHILOSOPHY of education
STUDENTS
DESCRIPTIVE statistics
SCALE analysis (Psychology)
QUESTIONNAIRES
INTERDISCIPLINARY education
NURSING students
LIBRARIANS
AUTHORSHIP
EDUCATIONAL outcomes
Subjects
Details
- Language :
- English
- ISSN :
- 01484834
- Volume :
- 62
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- Journal of Nursing Education
- Publication Type :
- Academic Journal
- Accession number :
- 162939300
- Full Text :
- https://doi.org/10.3928/01484834-20230208-06