Testing the efficacy of a scaffolded writing intervention with online degree-completion nursing students: A quasi-experimental design

Writing should receive dedicated time in the nursing classroom for students to become competent writers, offering practical experiences for them to critically think and organize their ideas into meaningful messages. The purpose of this pre-post quasi-experimental study was to compare implementation of a scaffolded sequence of writing assignments (intervention) to typical writing assignments (comparison) in final coursework for baccalaureate nursing (BSN) completion students. Student writing self-efficacy and writing competency were measured pre and post coursework using the Post Secondary Writerly Self-Efficacy Scale, 6  + 1 Trait scale and Holistic scale.

Source: Nurse Education in Practice - June 26, 2018 Category: Nursing Authors: Louise C. Miller, Cynthia L. Russell, An-Lin Cheng, Shawn Zembles Tags: Original research Source Type: research