Tyndall Deborah E, Scott Elaine S
J Nurs Educ. 2017 Mar 1;56(3):182-185. doi: 10.3928/01484834-20170222-11.
The nursing profession has made several unsuccessful attempts to differentiate practice between nurses with associate degrees and baccalaureate degrees entering the workforce. Writing competency has been identified as one potential area of differentiation.
A descriptive, qualitative research design was used to explore Associate Degree in Nursing-to-Baccalaureate Degree in Nursing (ADN-to-BSN) graduates' perceptions of scholarly writing development in their baccalaureate studies. Nine recent graduates from a public college of nursing participated in semistructured interviews.
Findings from content analysis revealed three phases of awareness in development of a scholarly writer: being a scholarly writer, assessing writing abilities, and connecting to practice.
The study findings provide insight into competencies that could differentiate practice between ADN and BSN nurses entering the workforce. Although this study aimed to find out how ADN-to-BSN students are shaped as writers, findings suggest that the experience of learning to write may also be shaping students as professional nurses. [J Nurs Educ. 2017;56(3):182-185.].
护理行业曾多次尝试区分副学士学位护士和学士学位护士入职后的实践差异，但均未成功。写作能力已被确定为一个潜在的差异领域。
采用描述性定性研究设计，以探究护理学副学士学位到护理学学士学位（ADN到BSN）的毕业生对其本科学习中学术写作发展的看法。来自一所公立护理学院的九名近期毕业生参与了半结构化访谈。
内容分析的结果揭示了学术写作者发展过程中的三个意识阶段：成为学术写作者、评估写作能力以及与实践建立联系。
该研究结果为区分ADN和BSN入职护士的实践能力提供了见解。尽管本研究旨在了解ADN到BSN的学生如何成长为写作者，但研究结果表明，学习写作的经历也可能在将学生塑造为专业护士。[《护理教育杂志》。2017年；56(3):182 - 185。]
