‘So I forgot to use 1.5 line spacing! It doesn't make me a bad nurse!’ The attitudes to and experiences of a group of Norwegian postgraduate nurses to academic writing

Johansen, Edda; Harding, Thomas

doi:10.1016/j.nepr.2012.10.001

Cited by 14 publications

(10 citation statements)

References 38 publications

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“…You have to accept lower marks because you're balancing everything; you have to compromise with everything in your life" (Spencer, 2006, p49). This echoes the warning by Johansen and Harding (2013) who caution that when students are "time poor" due to competing demands, this may also have a bearing upon the quality of academic study and create a barrier to "deep" learning.…”

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confidence: 82%

“…Seventeen nurses in Johansen and Harding's (2013) In contrast to previous studies, nurses in the study by Illingworth et al (2012) who were participating in HEI study for different specialist and advanced practice roles in the community, spoke in positive terms about HEI study, describing part-time university study as a "safe haven" from clinical practice in that it allowed space and time to think. Three of the four nurses who took part in follow-up interviews spoke of the significance of self-directed learning in master's level education, one nurse stating how: "... everybody would like to be hand fed but it is being supported but not hand fed that really helps with the development" (Illingworth et al 2012, p341) ii) Balancing Competing Demands…”

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confidence: 93%

“…Only the studies by Greenwood et al (2014) and Johansen and Harding (2013) specifically explored experiences of health and social care professionals in relation to pedagogic practice. These studies do at least raise questions for this body of students about the effectiveness, or suitability, of more traditional methods of teaching, learning and assessment, such as essay writing.…”

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confidence: 99%

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Continuing professional education: Motivations and experiences of health and social care professional’s part-time study in higher education. A qualitative literature review

Burrow

Mairs

Pusey

et al. 2016

International Journal of Nursing Studies

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Objectives: To understand the motivations and experiences of health and social care professionals undertaking part-time, accredited, continuing professional education in higher education Design: A review following systematic principles Data Sources: Systematic searches for literature published between January 2000 and December 2015 using the database: SCOPUS, Web of Science, Medline, PsychINFO, Social Policy and Practice and CINAHL.Review methods: Studies were included if they were published in the English language and were qualitative in design, focussing on the motivations and experiences of staff engaged in part-time, accredited, higher education study. Three reviewers appraised the quality of the selected studies.Results: Thirteen qualitative studies were identified for the review. Motivating factors for staff to engage in part-time, accredited, continuing professional development study included: personal and professional drivers, influence of workplace/management and funding and availability. Key themes in relation to how staff experienced study included: the demands of adjusting to the academic requirements of higher education study; the experience of juggling competing demands of study, work and family; and the presence or absence of support for part-time study in the personal and professional arenas. Conclusions:Health and social care professionals experience a number of challenges when engaging in part-time, continuing professional education in higher education institutions. A significant challenge is the juggling of competing demands of study, work and family, and this may have a negative impact on learning. Research is needed to inform how higher education can address the specific learning needs of this population and develop pedagogic approaches that are both responsive to need and support of effective learning.Continuing professional education: motivations and experiences of health and social care professional's part-time study in higher education. A qualitative literature review 2

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confidence: 82%

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confidence: 93%

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confidence: 99%

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Continuing professional education: Motivations and experiences of health and social care professional’s part-time study in higher education. A qualitative literature review

Burrow

Mairs

Pusey

et al. 2016

International Journal of Nursing Studies

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“…It is interesting to note that, at postgraduate level, nursing students felt a lack of fit between the demands of academic writing and the actual practice in nursing. [15] These students reported that academic writing was time consuming and took the focus away from what they felt they needed to learn.…”

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confidence: 99%

Nurturing academic writing for students in an enrolled to registered nurse conversion course at university

Emmanuel

Chaseling²,

Boyd³

2019

JNEP

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A growing number of diploma-qualified nurses from vocational programs are enrolling in university Bachelor of Nursing programs to upgrade their qualifications. Universities typically provide these students with credit so they enter the Bachelor of Nursing program in second year. Known as pathway students, these students tend to miss the orientating opportunities that other students experience in their first-year university enrolment. This lack of first-year opportunity can be challenging for many pathway students, notably in academic writing. This paper reports on a tailored and scaffolded academic-writing teaching strategy designed for pathway students in their initial semester of learning. Both the students themselves, and teachers report evidence of improvements in academic writing amongst the pathway students.

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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] .…”

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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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‘So I forgot to use 1.5 line spacing! It doesn't make me a bad nurse!’ The attitudes to and experiences of a group of Norwegian postgraduate nurses to academic writing

Cited by 14 publications

References 38 publications

Continuing professional education: Motivations and experiences of health and social care professional’s part-time study in higher education. A qualitative literature review

Continuing professional education: Motivations and experiences of health and social care professional’s part-time study in higher education. A qualitative literature review

Nurturing academic writing for students in an enrolled to registered nurse conversion course at university

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

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