In this article, we offer a perspective into how Canadian doctoral nursing students' writing capacity is mentored and, as a result, we argue is disciplined. We do this by sharing our own disciplinary and interdisciplinary experiences of writing with, for and about nurses. We locate our experiences within a broader discourse that suggests doctoral (nursing) students be prepared as stewards of the (nursing) discipline. We draw attention to tensions and effects of writing within (nursing) disciplinary boundaries. We argue that traditional approaches to developing nurses' writing capacity in doctoral programs both shepherds and excludes emerging scholarly voices, and we present some examples to illustrate this dual role. We ask our nurse colleagues to consider for whom nurses write, offering an argument that nurses' writing must ultimately improve patient care and thus would benefit from multiple voices in writing.

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Traditionally, there is very little formal instruction in academic writing for nurses in graduate programs. We, the writing scholar and a nurse educator and PhD student at a major Canadian university, describe how we collaborated on developing and delivering a 1-day academic writing workshop for incoming master of nursing students. By sharing this description, we hope to motivate nursing faculty to offer similar workshops to address the dearth of writing instruction for graduate students in nursing and to improve scholarship outcomes.

Gender is considered to be one of the major organizing principles in an individual's life; however, a unified understanding of what gender is and how gender identity is developed continues to spark debate and discussion for practitioners and academics. This literature review examines literature that discusses gender identity and development in order to explore the words, language, and terminology currently being used to discuss gender. Although the literature search generated articles which discussed a wide variety of issues relating to gender and gender identity development, a common theme throughout the literature was an absence of language that allows individuals to describe themselves outside heteronormative, binary ideals of gender without resorting to the use of the diagnostic categories and language to describe and explain gender variance.

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