The Evolution of a Writing Program

White, Bonnie J.; Lamson, Karen

doi:10.3928/01484834-20170619-11

Cited by 7 publications

(8 citation statements)

References 7 publications

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“…Of those respondents who did not have a writing center on their health sciences campuses, 69% were interested in one. Research on writing centers for health sciences students mentions partnering with faculty, academic support services, and even community-based groups [8, 9]. A few respondents mentioned faculty members from the English department or staff from Student Affairs as being responsible for starting or supporting a writing center on campus.…”

Section: Discussionmentioning

confidence: 99%

“…A number of commenters mentioned collaborating with other departments on campus and taking advantage of any writing assistance that was already available to their institutions. White and Lamson’s results show that their students used the online components of the writing center more than the face-to-face resources, so planning for an online presence may be wise, regardless [8]. If a tutor cannot actually visit the medical and pharmacy campus, perhaps they can hold virtual office hours, provide videos, or provide other online support.…”

Section: Discussionmentioning

confidence: 99%

“…There is a small body of research on reflective and narrative writing in the medical, pharmacy, and nursing fields, but few articles exist on the use of writing centers or other writing support for medical or pharmacy students [1–7]. Writing center assistance for nursing students was described by White and Lamson, who formed a writing team and an online writing center to assist students [8]. Based on Latham and Ahern’s evaluation through focus groups and writing assessments of the writing support that nursing students need, faculty revised their courses and assignments and established a writing center [9].…”

Section: Introductionmentioning

confidence: 99%

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Writing centers, libraries, and medical and pharmacy schools

McGurr

2020

jmla

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ObjectiveThis study investigated the existence of writing centers at medical and pharmacy schools, the location of those writing centers in a library or elsewhere, and librarians’ perceptions of how writing centers are viewed by students, faculty, and staff.MethodsA twelve-question survey was sent to libraries affiliated with a medical and pharmacy school in the United States.ResultsRespondents were curious about writing centers, how they were viewed on campus, and how to start one. Overall, respondents described engagement with writing centers: 68% had a writing center on campus, 23% had a writing center in their library, and 11% had a writing center on the health sciences campus, including in the health sciences library. No respondents reported hearing negative comments from faculty or students about the writing centers, and 60% of respondents with writing centers that were available to medical and pharmacy students would recommend one to health sciences libraries without access to a writing center.ConclusionThis exploratory study showed that the establishment of writing centers in health sciences libraries is a topic of interest. Future studies could further investigate health sciences libraries’ roles in writing centers for pharmacy, medical, and other health sciences students.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Writing centers, libraries, and medical and pharmacy schools

McGurr

2020

jmla

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“…The nursing literature often reports that student writing problems are described as being limited to the mechanics of writing (Diekelmann & Ironside, 1998;Mandleco et al, 2012;Troxler et al, 2011;White & Lamson, 2017). Strategies to improve student writing are described in two systematic reviews on the topic (Oermann et al, 2015;Troxler et al, 2011).…”

Section: Nursing Discourse As a Barrier To The Construction Of Writingmentioning

confidence: 99%

Constructing Writing Practices in Nursing

Mitchell¹

2018

J Nurs Educ

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“…Literature on professional writing programs is robust. Writing across the curriculum, 2 distance learning, 3 collaborative writing applications, 4 and online writing centers 5 have been described, some extensively. Most of these strategies are being applied in academic settings rather than on the job, and few strategies have been applied in the health field.…”

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confidence: 99%

Lessons Learned From an Intensive Writing Training Course for Applied Epidemiologists

et al. 2020

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Although writing is a valued public health competency, authors face a multitude of barriers (eg, lack of time, lack of mentorship, lack of appropriate instruction) to publication. Few writing courses for applied public health professionals have been documented. In 2017 and 2018, the Council of State and Territorial Epidemiologists and the Centers for Disease Control and Prevention partnered to implement a Morbidity and Mortality Weekly Report Intensive Writing Training course to improve the quality of submissions from applied epidemiologists working at health departments. The course included 3 webinars, expert mentorship from experienced authors, and a 2-day in-person session. As of April 2020, 39 epidemiologists had participated in the course. Twenty-four (62%) of the 39 epidemiologists had submitted manuscripts, 17 (71%) of which were published. The program’s evaluation demonstrates the value of mentorship and peer feedback during the publishing process, the importance of case study exercises, and the need to address structural challenges (eg, competing work responsibilities or supervisor support) in the work environment.

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The Evolution of a Writing Program

Abstract: Online writing resources were used more frequently than face-to-face support. Further research is needed to evaluate the effectiveness of the program. [J Nurs Educ. 2017;56(7):443-445.].

Cited by 7 publications

References 7 publications

Writing centers, libraries, and medical and pharmacy schools

Writing centers, libraries, and medical and pharmacy schools

Constructing Writing Practices in Nursing

Lessons Learned From an Intensive Writing Training Course for Applied Epidemiologists

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