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

Mitchell, Kim M.; Harrigan, Tom; McMillan, Diana E.

doi:10.1002/nop2.90

Cited by 13 publications

(14 citation statements)

References 26 publications

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“…Of the students from the original first-year cohort eligible for participation (Mitchell, Harrigan, & McMillan, 2017), 79 students were surveyed in August with 49 returning completed questionnaires (62.0% response rate). By May, five of the students who returned completed questionnaires in August, had left the program, thus 44 surveys were distributed, and 32 questionnaires were returned (72.7% response rate).…”

Section: Methodsmentioning

confidence: 99%

“…Demographic and writing behaviours questionnaire. Demographic information for this study was not collected again, thus demographic information, for students participating in the follow-up, was extracted from the previous study done on the same cohort when they were in firstyear (Mitchell, Harrigan, & McMillan, 2017). Instead, a writing behaviours questionnaire was included requesting students provide information about their writing help seeking behaviours, who they sought help from (formal tutors, friends and family, fellow students), their contact with their instructor, how far in advance of a due date they began writing their papers, their revision habits, and their response to feedback provided about their writing such as their feelings about the feedback they had received and if they read and understood that feedback.…”

Section: Methodsmentioning

confidence: 99%

“…writing over the long term which is the most powerful factor in improving writing outcomes (Mitchell, Harrigan, & McMillan, 2017).…”

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confidence: 99%

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An Exploration of Writing Self-Efficacy and Writing Self-Regulatory Behaviours in Undergraduate Writing

2019

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Students will take independent action to improve their writing when they believe those actions will have a positive effect. The data presented focuses on the self-regulatory writing behaviours of nursing students in their third year. The purpose was to explore patterns of writing self-efficacy, anxiety levels, and student grade point average (GPA) in relation to student choices with help seeking, advanced planning of writing, revision habits, and response to feedback. Low writing self-efficacy, high anxiety students sought help from more sources, reported their feedback made them feel negative about their capabilities as writers, and were less likely to report reading and applying feedback to future writing efforts. No patterns of writing self-efficacy or anxiety levels emerged with respect to student revision habits or their choice to begin their assignments in advance of the due date. GPA was also not associated with the writing self-regulatory choices assessed. As the primary writing support for students in the later years of a nursing program, educators should consider interventions that encourage help seeking, facilitate students’ understanding and integration of the feedback they receive into their assignment revisions, and normalize the negative emotions that interfere with the self-efficacy levels required to write well.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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An Exploration of Writing Self-Efficacy and Writing Self-Regulatory Behaviours in Undergraduate Writing

2019

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“…Writing is also arguably the most important exhibition of one's demonstration of scholarship. According to Miller et al 47 and Mitchell et al, 48 the development of generic academic writing conventions is a prerequisite to disciplinespecific epistemological access.…”

Section: Category Three: Writing In the Disciplinementioning

confidence: 99%

Cross-disciplinary synergy: First-year students’ experiences of learning academic writing through integrated writing support at a University of Technology

Khumalo

Reddy

2021

The Journal for Transdisciplinary Research in Southern Africa

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An important role in socialising first-year students into universities is initiating them into different conventions of academic writing. Support programmes, such as writing centres, have been established in several South African universities to help students with this objective and the broader issue of academic literacy. The assumption is that such interventions bridge the articulation gap between basic and higher education phases and expedite academic success. This article draws from a larger PhD study that explored nursing students’ experiences of developing their academic writing skills at the writing centre. The focus of this article is on understanding first-year nursing students’ experiences of learning academic writing through the integrated writing interventions of language and discipline practices at a writing centre based at the Durban University of Technology (DUT). These students were regarded as relevant because their curriculum incorporates a more structured academic writing component with the writing centre. The study adopted the Academic Literacies Model (ALM), which fosters a social view of academic writing and advocates for integrated support to the teaching and learning of academic writing. Guided by the qualitative constructivist paradigm, phenomenography was adopted as a research methodology. Data were analysed according to phenomenographic categories. Whilst the study uncovered various factors influencing the development of academic writing amongst the target population, there was a clear need for shifting from interdisciplinary (at least two disciplines) to a transdisciplinary (more than two disciplines) academic literacy approach to students’ learning experiences. As such, the article recommends the intentional inclusion of various stakeholders (writing centre practitioners, discipline lecturers, clinical and academic support staff) to mitigate students’ writing challenges and develop sustainable and relevant academic literacy practices.

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“…Durkin and Main (2002) found that students demonstrated higher motivation to attend discipline-specific sessions. Successful implementation of discipline-specific academic support has been demonstrated across disciplines, including in general sciences (Emerson et al, 2006), architecture (Baik & Greig, 2009), and nursing (Mitchell et al, 2017). In discipline-specific contexts, instructors can also work with students to critically examine the practices they are learning, allowing students to understand the social construction of knowledges more clearly (Anderson & Hounsell, 2007).…”

Section: Introductionmentioning

confidence: 99%

Out of the Writing Centre and into the Classroom: Academic Literacies in Action

Page¹

2020

DW/R

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Writing and learning centre professionals have expertise in supporting the development of academic literacies but are typically positioned outside of departmental contexts, limiting their interaction with instructors in the disciplines. Small scale initiatives towards meaningful collaboration with faculty can create the dialogic space to move the work of academic literacies development into the classroom. This paper describes three collaborative projects in business, science, and arts disciplines to move instruction in academic literacies from a supplemental, outside of class model to an embedded, in-class delivery. Working towards collaborative projects enhances opportunities for writing centre professionals to impact their institutions while remaining flexible in delivering support in a variety of modes. These collaborative projects enhance the professional development of both teaching faculty and writing centre professionals, allowing both parties to gain insight on the often-implicit processes of thinking, using information, and writing that distinguish disciplines from one another.

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

Cited by 13 publications

References 26 publications

An Exploration of Writing Self-Efficacy and Writing Self-Regulatory Behaviours in Undergraduate Writing

An Exploration of Writing Self-Efficacy and Writing Self-Regulatory Behaviours in Undergraduate Writing

Cross-disciplinary synergy: First-year students’ experiences of learning academic writing through integrated writing support at a University of Technology

Out of the Writing Centre and into the Classroom: Academic Literacies in Action

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