The Ohio State University College of Nursing, 1585 Neil Ave., Columbus, OH 43210, United States of America.
Nurse Educ Today. 2022 Jan;108:105192. doi: 10.1016/j.nedt.2021.105192. Epub 2021 Nov 4.
Development of scholarly writing skills in Doctor of Nursing Practice (DNP) students is essential to their capacity to advance nursing science after graduation.
The purpose of this study was to inform instructional design choices and teaching strategies for DNP writing courses by examining student viewpoints before and after completing a scholarly writing course.
Q methodology was used to explore student self-perceptions of scholarly writing skills.
An online scholarly writing course at a large university in the midwestern United States.
Twenty-six DNP students with either a bachelor's or master's degree in nursing.
Before and after a scholarly writing course, students ranked 34 writing competency statements according to how well the statements described them.
Three pre-course and four post-course factors represented student viewpoints of their scholarly writing knowledge, skills, and attitudes before and after a writing course.
Effective instruction in scholarly writing for DNPs should include explicitly directed pre-writing activities, frequent opportunities to give and receive feedback, and training on management of emotional aspects of writing.
对于护理实践博士（DNP）学生来说，发展学术写作技能对于他们毕业后推动护理科学的发展至关重要。
本研究旨在通过在完成学术写作课程前后检查学生的观点，为 DNP 写作课程的教学设计选择和教学策略提供信息。
Q 方法被用于探索学生对学术写作技能的自我认知。
美国中西部一所大型大学的在线学术写作课程。
26 名具有护理学士或硕士学位的 DNP 学生。
在学术写作课程之前和之后，学生根据这些陈述对他们的描述程度，对 34 个写作能力陈述进行了排名。
三个课程前因素和四个课程后因素代表了学生在写作课程前后对其学术写作知识、技能和态度的观点。
DNP 学术写作的有效教学应包括明确指导的写作前活动、频繁提供和接受反馈的机会，以及对写作情感方面的管理培训。
