The Activity of “Writing for Learning” in a Nursing Program.

Abstract

This article explores the activity of writing in higher education as a mediational means for student meaning making. From a dialogic perspective, writing is not about learning and applying formulas and making fixed kinds of texts, but about ways of working and ways of acting that brings writers, readers, resources and contexts into trajectories. The argument is that processes of writing enhance student meaning making and that these processes are formed by complex interaction. Contextual interpretation and use of mediational means is constituted in social systems of activities that depend on and promote particular kinds of texts. We need insights in contextual trajectories to understand the relationship between writing and student meaning making. Empirically, I draw on a study investigating portfolio writing as a pedagogical tool in a nursing program in Norway. The rationale of the study was an identified need for information about how processes of writing develop, how texts come into being and how institutional tasks of writing are being unpacked. The aim of the paper is to explore a dialogical approach to the activity of writing and to discuss possible methodological implications from the theoretical framework. The empirical study is used as an illustration

Exploring writing a bachelor's thesis as a tool for students’ learning in nursing: A qualitative interview study from an activity theoretical perspective

“…This finding can reflect the different demands and appreciations of research but also points to the gaps between learning to do and learning to learn, discourses that vary in the contexts of university and clinical healthcare. 33,34,51 Activity theory assumes that all kinds of learning activities serve what is historically and culturally acknowledged knowledge by members of a group. 33,34,52 Therefore, the debate about teaching and learning academic writing for the purpose of the product or a degree and research consumption raises questions about whether the academization is taking place at the cost of the fundamental and pragmatic purposes of nursing.…”

“…33,34,51 Activity theory assumes that all kinds of learning activities serve what is historically and culturally acknowledged knowledge by members of a group. 33,34,52 Therefore, the debate about teaching and learning academic writing for the purpose of the product or a degree and research consumption raises questions about whether the academization is taking place at the cost of the fundamental and pragmatic purposes of nursing. 44 We found that writing a BT facilitated the students' understanding of individual patients and the bodily mechanisms justifying nursing care.…”

“…23 Exchange value of writing a BT would be the grade achieved, whereas user value denotes the value of writing a BT conceptualizing the scientific discipline of nursing care and how it would facilitate transition between university and work. 32,33 Activity theory has been used in academic and disciplinary writing research before. 18,21,26,29,[32][33][34] This previous research clarifies arising tensions and contradictions that hinder students in their efforts to understand the task of writing a BT and to gather information and write about their realities.…”

“…32,33 Activity theory has been used in academic and disciplinary writing research before. 18,21,26,29,[32][33][34] This previous research clarifies arising tensions and contradictions that hinder students in their efforts to understand the task of writing a BT and to gather information and write about their realities. In order to contribute to the debate of learning and writing in disciplines, the present research focuses on the tool of writing of BT in nursing.…”

“…23 Exchange value of writing a BT would be the grade achieved, whereas user value denotes the value of writing a BT conceptualizing the scientific discipline of nursing care and how it would facilitate transition between university and work. 32,33…”