Gazza Elizabeth A, Shellenbarger Teresa, Hunker Diane F
About the Authors Elizabeth A. Gazza, PhD, RN, LCCE, FACCE, is an associate professor, University of North Carolina Wilmington, Wilmington, North Carolina. Teresa Shellenbarger, PhD, RN, CNE, ANEF, is a distinguished university professor and doctoral program coordinator, Indiana University of Pennsylvania, Indiana, Pennsylvania. Diane F. Hunker, PhD, MBA, RN, is a program director and associate professor, Chatham University, Pittsburgh, Pennsylvania. For more information, contact Dr. Gazza at
Nurs Educ Perspect. 2018 Nov/Dec;39(6):350-354. doi: 10.1097/01.NEP.0000000000000363.
This study explored master of science in nursing students' self-assessed use of the evidence-based knowledge, skills, and attitudes (KSAs) of scholarly writing.
Understanding MSN students' self-assessed use of the KSAs of writing can help faculty better prepare MSN graduates to advance the science of nursing through scholarly writing.
A descriptive correlational design was used to determine how a national sample of 76 MSN students assessed their ability to demonstrate the KSAs of scholarly writing and to determine associations between select demographic variables and the self-assessment results.
Participants were familiar with the KSAs of scholarly writing and used them with varying frequency. No associations were identified between demographic variables and the KSA self-assessment ratings.
Additional writing opportunities and inclusion of a variety of writing assignments could increase use of the KSAs and therefore facilitate the development of scholarly writing abilities needed to advance nursing.
本研究探讨了护理学硕士学生对学术写作的循证知识、技能和态度（KSAs）的自我评估使用情况。
了解护理学硕士学生对写作KSAs的自我评估使用情况，有助于教师更好地培养护理学硕士毕业生，使其通过学术写作推动护理学科发展。
采用描述性相关性设计，以确定76名护理学硕士学生的全国样本如何评估他们展示学术写作KSAs的能力，并确定选定的人口统计学变量与自我评估结果之间的关联。
参与者熟悉学术写作的KSAs，并以不同频率使用它们。在人口统计学变量与KSA自我评估评分之间未发现关联。
增加写作机会并纳入各种写作任务，可以增加对KSAs的使用，从而促进提升护理水平所需的学术写作能力的发展。
