Evaluating undergraduate nursing students' self-efficacy and competence in writing: Effects of a writing intensive intervention

Miller, Louise C.; Russell, Cynthia L.; Cheng, An‐Lin; Skarbek, Anita

doi:10.1016/j.nepr.2014.12.002

Cited by 42 publications

(61 citation statements)

References 31 publications

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“…Miller et al. (), in the only other published study examining WSE in nursing students, also used a scaffolding method of structuring their writing assignments. Their population was different from this study and from Mitchell et al.…”

Section: Discussionmentioning

confidence: 99%

“…Self‐beliefs are thought to predict academic success and influence career choices and self‐efficacy may be a better predictor of performance than actual ability (Pajares & Valiante, ). In nursing, scholars are only beginning to discuss the role of writing self‐efficacy and its relation to student success (Miller, Russell, Cheng, & Skarbek, ; Mitchell, Harrigan, Stefansson, & Setlack, ) and more research is required to inform this important educational discussion.…”

Section: Introductionmentioning

confidence: 99%

“…Nursing student populations have been the focus of inquiry in two studies: Miller et al. (), who explored writing in a cohort of post‐RN students near the end of their programme in a discipline‐specific environment and Mitchell et al. (), who described WSE and anxiety in first‐year nursing students pre and post a discipline‐specific writing course.…”

Section: Introductionmentioning

confidence: 99%

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Writing self‐efficacy in nursing students: The influence of a discipline‐specific writing environment

2017

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AimTo explore if writing self‐efficacy improved among first‐year nursing students in the context of discipline‐specific writing. The relationship between writing self‐efficacy, anxiety and student grades are also explored with respect to various learner characteristics such as postsecondary experience, writing history, English as a second language status and online versus classroom instruction.DesignA one group quasi‐experimental study with a time control period.MethodData was collected over the 2013–2014 academic year at orientation, start of writing course and end of writing course.Results Writing self‐efficacy improved from pre‐ to post writing course but remained stable during the time control period. Anxiety was negatively related to writing self‐efficacy but remained stable across the study period. Inexperienced students and students with less writing experience, appeared to over‐inflate their self‐assessed writing self‐efficacy early in the programme. This study gives promising evidence that online and classroom delivery of instruction are both feasible for introducing discipline specific writing.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Writing self‐efficacy in nursing students: The influence of a discipline‐specific writing environment

2017

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“…[25,30] Pajares and Valente [37] pointed to research on beliefs about writing methods and competencies that are instrumental to students' success as writers. Miller, Russell, Cheng, and Skarbek [38] measured writing self-efficacy in undergraduate nursing students enrolled in an online writing course. The Post-Secondary Writerly Self-Efficacy Scale was used to measure the change in self-efficacy before and after the writing course.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Significant improvements in all self-efficacy scales were found. [38] Although the concept of self-efficacy has been applied to writing in general self-efficacy has not been studied with online graduate nursing students. [25,37] There is a gap in the literature on how to develop the writing skills of online graduate nursing students.…”

Section: Literature Reviewmentioning

confidence: 99%

Creating a writing course to improve the writing self-efficacy of graduate nursing students

Robinson

Bishop

2017

CNS

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Objective: Contemporary advanced professional nursing requires the ability to communicate effectively in written and oral forms. Many registered nurses enter graduate nursing school with experience writing in medical records but with no experience writing scholarly papers or writing for publication. This article describes the development, implementation and evaluation of a writing course developed in an online graduate nursing program in the southeastern United States. The goal of this research was to determine if graduate nursing students' writing self-efficacy increased after the completion of a newly developed one-credit online writing course. Methods: Fifty-three first-semester graduate nursing students participated in a 16-week online asynchronous writing course developed at a school of nursing. The course instructors designed writing experiences with the goal of increasing writing competency. The faculty defined writing competence as achieving mastery of the necessary writing skills to produce an organized, logical, understandable message containing the effective use of language, grammar, and punctuation. Results: The students' writing self-efficacy increased significantly from pretest and posttest. The results revealed a significant increase in self-efficacy scores with the second administration of the tool. The mean of the 20-question Likert scale pretest was 70.59. Results obtained after the conclusion of the course resulted in a mean of 80.12. The finding of a mean increase of 9.529 was found to be statistically significant. Conclusions: The information from this research can be used to develop effective strategies to support online graduate students with their writing skills. This experience highlights the fact that we cannot leave the development of academic writing to chance. Achieving academic writing success requires structured instruction, practice and frequent feedback from faculty who have the passion for and expertise in scholarly writing.

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Reading, Writing, and Self‐Efficacy of Low‐Skilled Postsecondary Students

Perin

2019

The Wiley Handbook of Adult Literacy

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Evaluating undergraduate nursing students' self-efficacy and competence in writing: Effects of a writing intensive intervention

Cited by 42 publications

References 31 publications

Writing self‐efficacy in nursing students: The influence of a discipline‐specific writing environment

Writing self‐efficacy in nursing students: The influence of a discipline‐specific writing environment

Creating a writing course to improve the writing self-efficacy of graduate nursing students

Reading, Writing, and Self‐Efficacy of Low‐Skilled Postsecondary Students

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