AI Article Synopsis
- Nursing education writing practices face challenges due to competing medical-technical and relational discourses that shape the context of student writing.
- A qualitative meta-study of 21 relevant papers reveals that while writing assignments help develop professional identity, too much focus on writing mechanics in grading negatively impacts learning and student engagement.
- The study suggests that building stronger faculty-student relationships and reforming writing pedagogy to prioritize transformative writing over mechanical aspects can enhance nursing education.
Article Abstract
Writing practices in nursing education programs are situated in a tension-filled context resulting from competing medical-technical and relational nursing discourses. The goal of this qualitative meta-study is to understand, from the student perspective, how the context for writing in nursing is constructed and the benefits of writing to nursing knowledge development. A literature search using the CINHAL, Medline, ERIC, and Academic Search complete databases, using systematic methods identified 21 papers and dissertations which gathered qualitative interview or survey data from students in nursing at the pre-registration, continuing education, and graduate levels. The studies provided evidence that writing assignments promote professional identity development but overemphasis on writing mechanics when grading have a deleterious effect on learning and student engagement with writing. Relationship building with faculty should extend beyond what is needed to maximize grades. Suggestions for writing pedagogical reform are identified to facilitate a change in focus from mechanical-technical to transformative writing.
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| http://dx.doi.org/10.1515/ijnes-2020-0074 | DOI Listing |
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