Schmidt Lee A
University of Miami, School of Nursing, 5801 Red Road, Coral Gables, FL 33143, USA.
J Nurs Educ. 2004 Oct;43(10):466-73. doi: 10.3928/01484834-20041001-09.
The writing-to-learn (WTL) instructional strategy has not received sufficient empirical investigation. Using a pretest-posttest, quasi-experimental, non-equivalent, control group design, the WTL strategy was evaluated with 87 undergraduate basic and RN-to-BSN nursing students enrolled in a Nursing Leadership and Management course. Students participating in the course perceived significant benefits of the WTL approach. A significant decrease in writing apprehension was found in the experimental group on two separate measures of writing apprehension. These findings are congruent with the theoretical WTL literature and anecdotal reports of the benefits of using the WTL strategy.
以写促学（WTL）教学策略尚未得到充分的实证研究。采用前测-后测、准实验、非等效对照组设计，对87名参加护理领导力与管理课程的本科基础护理学学生和注册护士转护理学学士学生进行了WTL策略评估。参与该课程的学生认为WTL方法有显著益处。在两项独立的写作焦虑测量中，实验组的写作焦虑显著降低。这些发现与WTL的理论文献以及使用WTL策略益处的轶事报道相一致。
