Beyond the academic essay: Discipline-specific writing in nursing and midwifery

Gimenez, Julio

doi:10.1016/j.jeap.2008.03.005

Cited by 63 publications

(39 citation statements)

References 26 publications

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“…Even in fairly cognate fields students write quite different texts. In looking at the assignments given to medical students, for instance, Gimenez (2009) found that nursing and midwifery students were given very different writing assignments. Again, this underlines the different ways students are assessed and different expectations of how they should write.…”

Section: Assignment Typesmentioning

confidence: 99%

English in the Disciplines: Arguments for Specificity

Hyland

2017

ESP Today

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In 2012 Hong Kong totally reformed its educational system by removing a year from students' school experience and adding it to their time at university. For those of us responsible for English language provision it presented an opportunity to reconsider the kind of English that we should be teaching and how we might create courses which best prepared students for their studies. At Hong Kong University (HKU) we decided to redesign our courses to focus on "English in the Discipline". This recognizes that because the conventions of academic communication differ considerably across disciplines, identifying the particular language features, discourse practices, and communicative skills of target groups becomes central to teaching English in universities. Teachers therefore had to devise courses around the principle of 'specificity'. In this paper I will discuss something of this process, but mainly focus on evidence supporting the idea of specificity, exploring the ways that genre features, personal bio claims, assignment types and tutor expectations differ across fields.Key words specific EAP, genre, assignment types, tutor expectations. SažetakHong Kong je 2012. godine u potpunosti reformisao obrazovni sistem ukidanjem jedne godine srednjoškolskog obrazovanja i njenim prenošenjem na univerzitetski nivo. Nama zaduženima za nastavu engleskog jezika to je pružilo priliku da ponovo razmotrimo koju vrstu engleskog treba da predajemo i kako bismo mogli da osmislimo kurseve koji će na najbolji način pripremiti studente za studiranje. Na Univerzitetu u Hong Kongu (UHK) odlučili smo da preoblikujemo kurseve i usredsredimo se na "engleski u naučnim disciplinama". Ovim smo uvažili činjenicu da, pošto se konvencije akademske komunikacije znatno razlikuju po naučnim disciplinama, definisanje određenih jezičkih svojstava, diskursnih praksi i komunikativnih veština ciljnih grupa postaje ključno za nastavu engleskog jezika na univerzitetima. Nastavnici su zato morali da osmisle kurseve na principu "specifičnosti". U ovom radu govorim o tom procesu, ali se uglavnom bavim dokazima koji podržavaju ideju o specifičnosti istraživanjem načina na koje se svojstva žanrova, tvrdnje u radnim biografijama, vrste zadataka i očekivanja nastavnika razlikuju po naučnim poljima.Ključne reči specifičan engleski za akademske potrebe, žanr, vrste zadataka, očekivanja nastavnika.

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Section: Assignment Typesmentioning

confidence: 99%

English in the Disciplines: Arguments for Specificity

Hyland

2017

ESP Today

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“…One described more time being spent on academic essays as "desperately needed". The finding that some students remain anxious about academic writing even following the transition module is not surprising given the plethora of research that attests to this being a significant obstacle for nursing students (for example: Gimenez [33] ; Johansen & Harding [34] ; Kaldor & Rochecouste [35] ; & Whitehead [36] .…”

Section: Discussionmentioning

confidence: 99%

Improving academic success: Evaluation of the BN Transition to Clinical Practice Module

Webster

Harding

Robinson

et al. 2014

JNEP

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Objective: Bachelor of Nursing (BN) students are required to develop clinical knowledge, skills and attitudes for professional practice. The objectives of this project were to assess the challenges of adapting the Transition to Clinical Practice Module (TCPM) to the field of Nursing and to evaluate the impact of the TCPM on BN students' confidence and knowledge for successful transition to clinical practice. Method:This study was a pre-intervention/post-intervention assessment (pre-post) methodology using a questionnaire specifically designed to evaluate and determine how well the student's performance improved after attending the TCPM. Qualitative comments from participants were used to further evaluate data and provide 'richer' results.Results: There were three hundred and eighty (380) participants; eighty-two percent rated the program as better than expected, 16% rated it the same as expected and 2% less than expected. All said that in the pre-program they had expected more emphasis on areas of skills deficits in nursing, and post program 96% indicated that it had actually helped them to develop skills. Participants rated themselves as being more knowledgeable (P < .01) and confident (P < .01) post program in most areas except confidence with academic skills and accessing support services (P < .05). Internal consistency for the 14-item scale was 0.92 (confidence), 0.86 (self-concept), 0.84 (communication) and 0.94 (knowledge) pre-program, and post program the internal consistency was 0.93 (confidence), 0.84 (self-concept), 0.86 (communication) and 0.90 (knowledge). Conclusion:This TCPM program can contribute positively to students' transition to the academic and clinical demands of the BN. Therefore the TCPM is likely to positively influence a sense of value and identity within the nursing profession. It may ultimately lead to improved BN student retention rates.

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“…Dunworth [28] Gimenez [29] Huijser, Kimmins and Galligan [30] Salamonson and colleagues [8] state that this integrative approach has been found to be successful in building students' academic literacy. The team involved in this study found the sharing of skills, knowledge and experience to be invaluable to the development of a meaningful and accessible programme.…”

Section: Data Collectionmentioning

confidence: 99%

The piloting of an Academic Literary Education Course (ALEC) to improve academic literacy of first semester undergraduate students in a Western Australian university

Hendricks

Andrew

Fowler

2013

JNEP

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Widening participation has enabled access to higher education for an increasing number of students via a range of non-traditional pathways. Consequently, whilst having a large repertoire of skills and experience, these students may not have developed sufficient competence in academic literacy. The School of Nursing and Midwifery has a large proportion of such students who have difficulty making the academic transition to university study.It is believed that a 'built in' approach to supporting these students to develop academic literacy will result in an improvement in their abilities to meet the requirements of the University and to better prepare them to graduate. This paper discusses the piloting of an Academic Literary Education Course (ALEC) for undergraduate students enrolled in the first semester unit of a three year health degree, within the disciplines of nursing and paramedical science. The students completed tests on academic literacy before and after completion of the ALEC. Particular areas of difficulty for students were found to be in referencing and unpacking the assessment question. When mean scores were compared between pre and post-tests in the same group, it was found there was a significant difference between scores at t value = -7,721, degrees of freedom = 181 with a p value of 0.000 or p value < .001. Recommendations include incorporating the ALEC approach in further stages of the undergraduate degree program to support developing levels of academic literacy.

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Beyond the academic essay: Discipline-specific writing in nursing and midwifery

Cited by 63 publications

References 26 publications

English in the Disciplines: Arguments for Specificity

English in the Disciplines: Arguments for Specificity

Improving academic success: Evaluation of the BN Transition to Clinical Practice Module

The piloting of an Academic Literary Education Course (ALEC) to improve academic literacy of first semester undergraduate students in a Western Australian university

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