A multi-layered approach to developing academic written communication skills for nursing students

Loretta Garvey; Georgina Willetts; Antje Herrmann; Elena Verezub; Elena Sinchenko

doi:10.1515/ijnes-2022-0107

Artikel

A multi-layered approach to developing academic written communication skills for nursing students

Loretta Garvey , Georgina Willetts , Antje Herrmann , Elena Verezub und Elena Sinchenko

Veröffentlicht/Copyright: 1. März 2023

Veröffentlicht von

Veröffentlichen auch Sie bei De Gruyter Brill

Manuskript einreichen Informationen für Autor*innen Erkunden Sie dieses Fachgebiet

Aus der Zeitschrift International Journal of Nursing Education Scholarship Band 20 Heft 1

Abstract

Objectives

Academic literacy in nursing students has historically been poor this research therefore aimed to investigate the effectiveness of an embedded multidisciplinary approach to academic written communication skills for first year Bachelor of Nursing students in Australia.

Methods

This initiative consisted of (1) collaboratively embedding academic skills with nursing staff and Learning and Academic Skills Advisors using scaffolded tasks, curriculum/material development, workshops/tutorials on writing skills; and (2) individual support sessions. Data was obtained via questionnaire.

Results

Responses were received from 92 (74% local and 26% international) students. Key findings showed the collaborative approach to embedding skills with added follow up, was beneficial for students’ skills development, including improved academic writing, increased confidence, and recognition of the importance of academic writing.

Conclusions

It is important to equip student to develop academic literacy and an embedded academic literacy program has been determined to assist and may contribute to future professionalisation in nursing.

Keywords: academic writing skills; collaboration; intervention; sustainable

Corresponding author: Loretta Garvey, Centre for Academic Development, Federation University, Berwick, Australia; and Department of Nursing and Allied Health, Swinburne University of Technology, Melbourne, Australia, Phone: +61387805716, E-mail: l.garvey@federation.edu.au

Acknowledgments

Many thanks to our students that took part in the study.

Research funding: None declared.
Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
Competing interests: Authors state no conflict of interest.
Informed consent: Informed consent was obtained from all individuals included in this study.
Ethical approval: The research related to human use as complied with the relevant national regulations, institutional policies, and in accordance with the Helsinki Declaration, and has been approved by the authors’ institutional Human Research Ethics Committee (R/2016/014-20190512-1757).

References

Akpan, V. I., Igwe, U., Mpamah, I., & Okoro, C. (2020). Social constructivism: Implications on teaching and learning. British Journal of Education, 8(8), 49–56.Suche in Google Scholar

Australian Government. (2021). The higher education standards framework (threshold standards). Tertiary Education Quality and Standards Agency. https://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021 Suche in Google Scholar

Borglin, G., & Fagerström, C. (2012). Nursing students’ understanding of critical thinking and appraisal and academic writing: A descriptive, qualitative study. Nurse Education in Practice, 12(6), 356–360. https://doi.org/10.1016/j.nepr.2012.04.009 Suche in Google Scholar PubMed

Duffield, C. M. (1986). Nursing in Australia comes of age! International Journal of Nursing Studies, 23(4), 281–284. https://doi.org/10.1016/0020-7489(86)90051-9 Suche in Google Scholar PubMed

Fowler, J. (2020). Academic essays part 1: The importance of academic writing. British Journal of Nursing, 29(12), 718. https://doi.org/10.12968/bjon.2020.29.12.718 Suche in Google Scholar PubMed

Gimenez, J. (2008). Beyond the academic essay: Discipline-specific writing in nursing and midwifery. Journal of English for Academic Purposes, 7(3), 151–164. https://doi.org/10.1016/j.jeap.2008.03.005 Suche in Google Scholar

Goldingay, S., Hitch, D., Ryan, J., Farrugia, D., Hosken, N., Lamaro, G., Nihill, C., & Macfarlane, S. (2014). “The university didn’t actually tell us this is what you have to do”: Social inclusion through embedding of academic skills in first year professional courses. International Journal of the First Year in Higher Education, 5(1), 43–53. https://doi.org/10.5204/intjfyhe.v5i1.194 Suche in Google Scholar

Green, S. (2020). Scaffolding academic literacy with low-proficiency users of English. Springer.10.1007/978-3-030-39095-2Suche in Google Scholar

Harper, R., & Vered, K. O. (2017). Developing communication as a graduate outcome: Using ‘writing across the curriculum’ as a whole-of-institution approach to curriculum and pedagogy. Higher Education Research and Development, 36(4), 688–701. https://doi.org/10.1080/07294360.2016.1238882 Suche in Google Scholar

Hillege, S. P., Catterall, J., Beale, B. L., & Stewart, L. (2014). Discipline matters: Embedding academic literacies into an undergraduate nursing program. Nurse Education in Practice, 14(6), 686–691. https://doi.org/10.1016/j.nepr.2014.09.005 Suche in Google Scholar PubMed

Hodgson, Y., Cant, R., Tighe, J., & Garvey, L. (2022). Students’ perceptions and experiences of assessment in three years of a Biomedicine degree. Journal of Further and Higher Education, 46(9), 1212–1228. https://doi.org/10.1080/0309877X.2022.2061842.Suche in Google Scholar

Jackson, D. (2009). Mentored residential writing retreats: A leadership strategy to develop skills and generate outcomes in writing for publication. Nurse Education Today, 29(1), 9–15. https://doi.org/10.1016/j.nedt.2008.05.018 Suche in Google Scholar PubMed

Jefferies, D., McNally, S., Roberts, K., Wallace, A., Stunden, A., D’Souza, S., & Glew, P. (2018). The importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice: A systematic review. Nurse Education Today, 60, 84–91. https://doi.org/10.1016/j.nedt.2017.09.020 Suche in Google Scholar PubMed

Lea, M. R., & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157–172. https://doi.org/10.1080/03075079812331380364 Suche in Google Scholar

Madson, M. J. (2021). Teaching writing in the health professions: Perspectives, problems, and practices. Routledge.10.4324/9781003162940Suche in Google Scholar

McConlogue, T., Mitchell, S., & Peake, K. (2012). Writing programs worldwide. In C. Thaiss, G. Bräuer, P. Carlino, L. Ganobcsik-Williams, & A. Sinha (Eds), Profiles of academic writing in many places. WAC Clearinghouse.Suche in Google Scholar

McWilliams, R., & Allan, Q. (2014). Embedding academic literacy skills: Towards a best practice model. Journal of University Teaching and Learning Practice, 11(3), 8. https://doi.org/10.53761/1.11.3.8 Suche in Google Scholar

Mitchell, K. M., Blanchard, L., & Roberts, T. (2020). Seeking transformation: How students in nursing view their academic writing context – a qualitative systematic review. International Journal of Nursing Education Scholarship, 17(1). https://doi.org/10.1515/ijnes-2020-0074 Suche in Google Scholar PubMed

Moore, T., Ballantyne, G., & McIntosh, C. (2018). The embedding challenge: Developing students’ understandings of ‘theory’ and ‘critique’ on a Sociology writing program. Australian Review of Applied Linguistics, 41(2), 130–156. https://doi.org/10.1075/aral.00007.moo Suche in Google Scholar

Murray, N., & Nallaya, S. (2016). Embedding academic literacies in university programme curricula: A case study. Studies in Higher Education, 41(7), 1296–1312. https://doi.org/10.1080/03075079.2014.981150 Suche in Google Scholar

Nursing and Midwifery Board of Australia. (2016). National competency standards for the registered nurse. Australian Health Practitioner Regulation Agency.Suche in Google Scholar

Nursing and Midwifery Board of Australia. (2019). Engligh language skills registration standards. Australian Health Practitioner Regulation Agency.Suche in Google Scholar

Ryan, E. J. (2016). Undergraduate nursing students’ attitudes and use of research and evidence-based practice – an integrative literature review. Journal of Clinical Nursing, 25(11–12), 1548–1556. https://doi.org/10.1111/jocn.13229 Suche in Google Scholar PubMed

Salamonson, Y., Koch, J., Weaver, R., Everett, B., & Jackson, D. (2010). Embedded academic writing support for nursing students with English as a second language. Journal of Advanced Nursing, 66(2), 413–421. https://doi.org/10.1111/j.1365-2648.2009.05158.x Suche in Google Scholar PubMed

San Miguel, C., Townsend, L., & Waters, C. (2013). Redesigning nursing tutorials for ESL students: A pilot study. Contemporary Nurse, 44(1), 21–31. https://doi.org/10.5172/conu.2013.44.1.21 Suche in Google Scholar PubMed

Schwartz, S. (2019). Educating the nurse of the future. Department of Health and Aged Care.Suche in Google Scholar

Walker, P., & Finney, N. (1999). Skill development and critical thinking in higher education. Teaching in Higher Education, 4(4), 531–547. https://doi.org/10.1080/1356251990040409 Suche in Google Scholar

Whiffin, C. J., & Hasselder, A. (2013). Making the link between critical appraisal, thinking and analysis. British Journal of Nursing, 22(14), 831–835. https://doi.org/10.12968/bjon.2013.22.14.831 Suche in Google Scholar PubMed

Wingate, U. (2006). Doing away with ‘study skills’. Teaching in Higher Education, 11(4), 457–469. https://doi.org/10.1080/13562510600874268 Suche in Google Scholar

Wingate, U. (2012). Using academic literacies and genre-based models for academic writing instruction: A ‘literacy’ journey. Journal of English for Academic Purposes, 11(1), 26–37. https://doi.org/10.1016/j.jeap.2011.11.006 Suche in Google Scholar

Zavertnik, J. E., Huff, T. A., & Munro, C. L. (2010). Innovative approach to teaching communication skills to nursing students. Journal of Nursing Education, 49(2), 65–71. https://doi.org/10.3928/01484834-20090918-06 Suche in Google Scholar PubMed

Received: 2022-09-29

Accepted: 2023-02-10

Published Online: 2023-03-01

Sie haben derzeit keinen Zugang zu diesem Inhalt.

Artikel in diesem Heft

https://doi.org/10.1515/ijnes-2022-0107

Schlagwörter für diesen Artikel

academic writing skills; collaboration; intervention; sustainable