Facilitating Scholarly Writer Development: The Writing Scaffold

Gazza, Elizabeth A.; Hunker, Diane F.

doi:10.1111/j.1744-6198.2012.00275.x

Cited by 34 publications

(35 citation statements)

References 9 publications

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“…We offer an overt framework for use in developing scholarly writing skills, reinforcing suggestions from the literature (Fauchald & Bastian, 2015;Gazza & Hunker, 2012;Hunker et al, 2014;McMillan & Raines, 2011). …”

Section: Discussionmentioning

confidence: 99%

“…The nursing literature has addressed teaching scientific and scholarly writing over the last several decades. Authors emphasized the importance of providing a structural model for effectively teaching writing in a discipline (Berg & Serenko, 1993;Gazza & Hunker, 2012;Hunker, Gazza, & Shellenbarger, 2014;Jalongo et al, 2014;Patterson, 2001;Regan & Pietrobon, 2010). Regan and Pietrobon (2010) acknowledged the importance of using the writing process to learn about specific content at metacognitive levels.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The existing literature discusses how professional communities organize information for scholarly writing (Byard, 2013;Gazza & Hunker, 2012;Guilford, 2001;Jalongo, Boyer, & Ebbeck, 2014;Patterson, 2001;Shields, 2014). Using the search terms of scholarly writing, scientific writing, and disciplinary writing processes, we conducted a review of occupational therapy literature discussing detailed pedagogical instructional strategies, which yielded a limited number of specific articles.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Use of mini lessons is an effective strategy to reinforce students' skills, regardless of their level. It is key to focus on the outcome measures of the knowledge, skill, and attitude needed to be the best in one's field (Gazza & Hunker, 2012;Maoto, 2011).…”

Section: Implications For Occupational Therapy Practicementioning

confidence: 99%

See 3 more Smart Citations

Student Perceptions of Scholarly Writing

O'Brien¹,

Marken²,

Petrey³

2016

The Open Journal of Occupational Therapy

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Implications For Occupational Therapy Practicementioning

confidence: 99%

See 2 more Smart Citations

Student Perceptions of Scholarly Writing

O'Brien¹,

Marken²,

Petrey³

2016

The Open Journal of Occupational Therapy

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“…Additionally, nursing students have reported feeling underprepared in writing. [1] Gazza and Hunker [2] identified scholarly writing deficiencies in postlicensure nursing students that required faculty to address a multitude of writing skills. To improve writer development, they proposed scaffolding within and across courses in the nursing curriculum and also in courses that support the nursing curriculum.…”

Section: Introductionmentioning

confidence: 99%

Reading and writing in nursing education

Blakeslee

Hines

Primeau

et al. 2018

JNEP

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Background and objective: Faculty identified the need for a gateway writing course (GWC) to prepare nurses for the writing requirements in the RN-to-BSN Completion (RNC) curriculum. This article describes the rationale for and development of a discipline-specific GWC developed for a RNC curriculum and reports research of student perspectives about the course and its effectiveness in preparing them to write in their nursing courses. Methods: The mixed method study included pre-and post-course surveys of self-efficacy in reading, writing, and research skills. Focus groups and interviews were used to identify readiness for and success in meeting curricular expectations for students who enrolled in the GWC and those who did not. Results: Statistically significant improvement occurred in all self-efficacy measures (reading: p ≤ .005, writing: p ≤ .01, accessing articles: p ≤ .005) from the beginning to the end of the GWC. Focus groups and interviews revealed five themes indicating improved readiness in students completing the GWC. Themes included perceptions of readiness, awareness, and preparedness for nursing courses; perceptions of confidence, mastery, efficiency, and self-sufficiency; enhanced knowledge of and ability to navigate academic processes and resourses; mastery of APA; and evidence of a reflective mindset and an evolving sense of professional identity. Conclusions: Students felt prepared for the RNC program after completing the GWC, and this sense of preparedness persisted throughout the program. The skills learned in the GWC allowed students to focus on understanding the professional concepts in nursing.

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Writing self‐efficacy in nursing students: The influence of a discipline‐specific writing environment

2017

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AimTo explore if writing self‐efficacy improved among first‐year nursing students in the context of discipline‐specific writing. The relationship between writing self‐efficacy, anxiety and student grades are also explored with respect to various learner characteristics such as postsecondary experience, writing history, English as a second language status and online versus classroom instruction.DesignA one group quasi‐experimental study with a time control period.MethodData was collected over the 2013–2014 academic year at orientation, start of writing course and end of writing course.Results Writing self‐efficacy improved from pre‐ to post writing course but remained stable during the time control period. Anxiety was negatively related to writing self‐efficacy but remained stable across the study period. Inexperienced students and students with less writing experience, appeared to over‐inflate their self‐assessed writing self‐efficacy early in the programme. This study gives promising evidence that online and classroom delivery of instruction are both feasible for introducing discipline specific writing.

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Facilitating Scholarly Writer Development: The Writing Scaffold

Abstract: The writing scaffold is recommended for use by nursing faculty to facilitate the development of scholarly writing abilities within nursing, across nursing program levels, and across disciplines.

Cited by 34 publications

References 9 publications

Student Perceptions of Scholarly Writing

Student Perceptions of Scholarly Writing

Reading and writing in nursing education

Writing self‐efficacy in nursing students: The influence of a discipline‐specific writing environment

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