Rohan Annie, Fullerton Judith
School of Nursing, Stony Brook University, Stony Brook, New York, USA.
School of Medicine, University of California, California, San Diego, USA.
Clin Teach. 2019 Dec;16(6):580-584. doi: 10.1111/tct.12979. Epub 2018 Dec 3.
Scholarly writing, although central to the completion of doctoral studies, is often not supported by systematic teaching/learning approaches that specifically help students to convey scholarship through writing. The purpose of this project was to promote writing as an essential component of scholarship, provide opportunities for students to develop a self-awareness of confidence in writing and challenges to writing, and to improve writing competence.
An innovative set of peer-supported interventions was embedded within a core foundational course in a Doctor of Nursing Practice (DNP) programme during the first academic semester as part of a continuing quality improvement process to improve DNP student writing. The first curriculum innovation was a substantive writing assignment, in which students exchanged papers with a classmate and were required to critique both writing conventions (e.g. criteria such as punctuation and citation) and structural and thesis-driven aspects of writing (e.g. criteria such as clarity, organisation and the use of paragraph leading sentences). Students then read their papers aloud, without hesitation while reading, in order to identify any discrepancies between the written words and the audible 'plain language' that would be necessary to enhance clarity. The second innovation was an optional writing workshop in which students received coaching from interdisciplinary mentors and from their peers.
Evaluation of the implementation of this innovation suggests that mentorship, peer support and the use of commonly spoken language may be useful tools for improving the writing competencies of DNP students.
Students with broad diversity in writing competency, including low levels of proficiency, benefitted from a writing-enriched curriculum given at the start of the course of study. DNP faculty may not themselves be prepared to mentor students for doctoral-level writing.
学术写作虽然是博士学习完成过程的核心，但通常缺乏系统的教学方法来专门帮助学生通过写作来传达学术成果。本项目的目的是将写作提升为学术的重要组成部分，为学生提供机会培养对写作信心和写作挑战的自我认知，并提高写作能力。
作为持续质量改进过程的一部分，在护理实践博士（DNP）项目的第一学期，一套创新的同伴支持干预措施被融入到一门核心基础课程中，以提高DNP学生的写作水平。第一个课程创新是一项实质性写作作业，学生与同学交换论文，并被要求对写作规范（如标点和引用等标准）以及写作的结构和论点驱动方面（如清晰度、组织和段落引导句的使用等标准）进行批评。然后学生大声朗读他们的论文，朗读时不要犹豫，以便发现书面文字与提高清晰度所需的可听“通俗易懂语言”之间的任何差异。第二个创新是一个可选的写作工作坊，学生在其中接受跨学科导师和同伴的指导。
对这一创新实施情况的评估表明，指导、同伴支持和使用常用口语可能是提高DNP学生写作能力的有用工具。
写作能力差异很大（包括低水平熟练程度）的学生，从课程开始时提供的丰富写作课程中受益。DNP教师自己可能没有准备好指导学生进行博士水平的写作。
