The importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice: A systematic review

Jefferies, Diana; McNally, Steve; Roberts, Katriona; Wallace, Anna; Stunden, Annette; D’Souza, Suzanne; Glew, Paul J

doi:10.1016/j.nedt.2017.09.020

Cited by 60 publications

(53 citation statements)

References 28 publications

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“…In addition, these skills are crucial to keep up with the rapid pace of scientific output in health, particularly in the field of food and nutrition, in which much misinformation frequently circulates, yet has the potential to directly impact consumer habits 6 . Therefore, if nursing students acquire the skills necessary to develop critical thinking they could be more aware about how the world is changing and the way they are developing their practice and, as a result, those skills may help to improve the quality and safety of care (Jefferies et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Blogging as a tool for the acquisition and dissemination of knowledge in health sciences: a preliminary evaluation

Caballero

Castillo

Ballesteros-Yáñez

et al. 2019

Int J Educ Technol High Educ

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Tools for online collaboration are becoming increasingly prevalent in recent years. Certain characteristics of these tools encourage this proliferation: they are easy to use, always available, allow knowledge to be built collaboratively and disseminated quickly through social networks, and are usually free of charge. In this context, blogs are becoming increasingly important in the field of health as digital newspapers and magazines that support a large number of multimedia formats. The possibility to subscribe to blogs and their availability in formats adaptable to mobile devices mean their content can be taken anywhere. Although the use of blogs is well-established among Health Science professionals, their use among university professors as a component of the teaching strategies in these disciplines is much less common, and thus the benefits, risks and limitations of using blogging as a pedagogical tool are poorly understood. In this preliminary evaluation of a pedagogy, a public WordPress-based blog was developed for the Nutrition and Dietetics module of the undergraduate course in Nursing at the University of Castilla-La Mancha (Spain). This was primarily intended as way to use ICT to increase the level of student engagement and interest in learning the subject, but also as a way to introduce future health professionals to the world of blogging. This paper describes our experiences with this pedagogical project and discusses the advantages and disadvantages of the use of blogs in university Health Sciences teaching. Incorporating this tool into teaching methodologies takes advantages of the theoretical possibilities it offers, which include crucial aspects such as developing critical thinking, acquiring knowledge, answering questions from students, and enabling new mechanisms to develop the skills that must be acquired. However, the challenges and inconveniences are also highlighted; these are principally the lack of motivation and the low participation of the students. By analysing the outcomes of this preliminary evaluation of a pedagogy, it is concluded that blogs are a very useful tool, although it is suggested that the literature shows a certain bias toward the publication of successful trials.

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Section: Discussionmentioning

confidence: 99%

Blogging as a tool for the acquisition and dissemination of knowledge in health sciences: a preliminary evaluation

Caballero

Castillo

Ballesteros-Yáñez

et al. 2019

Int J Educ Technol High Educ

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“…The curriculum was embedded within a core foundational course in the DNP programme at a university school of nursing (SON) during the first academic semester of 2016. The peer‐supported interventions were chosen from among many writing improvement strategies described in the literature because of easy implementation, even by faculty members who lacked confidence in providing traditional writing instruction …”

Section: Methodsmentioning

confidence: 99%

“…The peer-supported interventions were chosen from among many writing improvement strategies described in the literature because of easy implementation, even by faculty members who lacked confidence in providing traditional writing instruction. [2][3][4] Instruments Two instruments were developed for the evaluation of the intervention. The first instrument was a scoring rubric that was designed to measure student writing competency.…”

Section: Methodsmentioning

confidence: 99%

Effects of a programme to advance scholarly writing

Rohan

Fullerton

2018

The Clinical Teacher

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Summary Background Scholarly writing, although central to the completion of doctoral studies, is often not supported by systematic teaching/learning approaches that specifically help students to convey scholarship through writing. The purpose of this project was to promote writing as an essential component of scholarship, provide opportunities for students to develop a self‐awareness of confidence in writing and challenges to writing, and to improve writing competence. Methods An innovative set of peer‐supported interventions was embedded within a core foundational course in a Doctor of Nursing Practice (DNP) programme during the first academic semester as part of a continuing quality improvement process to improve DNP student writing. The first curriculum innovation was a substantive writing assignment, in which students exchanged papers with a classmate and were required to critique both writing conventions (e.g. criteria such as punctuation and citation) and structural and thesis‐driven aspects of writing (e.g. criteria such as clarity, organisation and the use of paragraph leading sentences). Students then read their papers aloud, without hesitation while reading, in order to identify any discrepancies between the written words and the audible ‘plain language’ that would be necessary to enhance clarity. The second innovation was an optional writing workshop in which students received coaching from interdisciplinary mentors and from their peers. Results Evaluation of the implementation of this innovation suggests that mentorship, peer support and the use of commonly spoken language may be useful tools for improving the writing competencies of DNP students. Discussion Students with broad diversity in writing competency, including low levels of proficiency, benefitted from a writing‐enriched curriculum given at the start of the course of study.

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“…Clinical practice is considered an opportunity for learning skills by nurses, which unlike theoretical classes, it is a very complex context packed with challenges in different dimensions [14][15][16]. Proper educational setting in clinical practice is one of the very important factors in the learning of students and nurses to provide quality care to patients [17][18][19][20]. Therefore, understanding the obstacles against clinical education can result in better and faster recognition of the obstacles against clinical education, finding solutions, and resolving them through enhancing learning quality, preventing expenditure of nonessential costs, and determining better strategies based on the recognized obstacles [21][22][23][24][25][26][27][28][29].…”

Section: Introductionmentioning

confidence: 99%

The barriers of clinical education in nursing: A systematic review

Shadadi¹,

Sheyback²,

Balouchi³

et al. 2018

biomedicalresearch

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Considering the great significance of proper clinical education in training nurses qualifying for provision of quality care, this study has been conducted with the aim of investigating the obstacles against clinical education among the nurses. In this systematic review study, international databases (PubMed, Web of Science, Scopus, CINHAL, EMBASE, ERIC, Google scholar, as well as national banks including Magiran and SID) were searched from the time of inception until January 30, 2018. The obstacles of clinical education in individual areas (associated with students (Lack of motivation in students), professors (Absence of experience professor with a high academic level), and nurses (Personnel uncooperativeness)), managerial (Shortage of time), facilities (Deficit of facilities and working conditions), structures, and other areas were identified. Based on the obstacles identified across various dimensions, proper plans and strategies should be designed and implemented with each of the obstacles to enhance the quality of clinical education.

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The importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice: A systematic review

Cited by 60 publications

References 28 publications

Blogging as a tool for the acquisition and dissemination of knowledge in health sciences: a preliminary evaluation

Blogging as a tool for the acquisition and dissemination of knowledge in health sciences: a preliminary evaluation

Effects of a programme to advance scholarly writing

The barriers of clinical education in nursing: A systematic review

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