Graduated nurses' experiences with baccalaureate thesis writing: A qualitative study

Abstract

This study explores the perceptions of newly graduated nurses regarding the baccalaureate thesis (BT) writing process. A qualitative approach with content analysis was adopted. Thirteen newly graduated nurses participated in the study. The inclusion criterion was having completed the BT during their university education as nurses within 3 years of the study. Information was obtained through semistructured interviews. Data collection began in June 2018 and ended in March 2019, once saturation of information was reached. Three major categories were identified: the beginning of the process, the advantages of Baccalaureate thesis writing, and the teacher's role. The participants expressed that their training focused on a synthetic and particular type of writing that is necessary for clinical scenarios but not suitable for scientific academic texts. Additionally, reflective diaries were described as a powerful writing practice during their studies. Participants conceive the realization of the baccalaureate thesis as a difficult process, especially as regards selecting, synthesizing, and writing about the available information, processes that they indicated generate anxiety. Academic writing skills should be specifically included in the nursing curriculum.

Service Learning in the Nursing Bachelor Thesis: A Mixed-Methods Study

“…Furthermore, in Henttonen et al [38] about expectations when writing a thesis, the nursing students hoped to obtain valuable knowledge for professional practice. In our study, they attained this knowledge, reflected by their high satisfaction rate, although the writing process generated anxiety and difficulty due to a specific lack of training [39].…”

Características de las investigaciones en torno al Trabajo Final de Grado: una revisión sistemática

“…En consecuencia, las investigaciones empíricas que apoyan el desarrollo de este género podrían ser un apoyo importante para los tesistas. El segundo lugar de ocurrencia (barras verdes del Gráfico 5) es para aquellas investigaciones cuyo objeto de análisis corresponde a la transcripción de entrevistas realizadas en torno al género Tesis o a su proceso de escritura (17,46 %) (Marinkovich y Salazar, 2011;Tapia-Ladino y Marinkovich, 2011;Colombo, 2014;Aguayo-González et al, 2020; entre otros casos). Este resultado evidencia que la preocupación por la Tesis no solo ha estado en el producto textual mismo, sino también en abordajes menos lingüísticos y más sociales del género en cuestión.…”

Escorting Students into Responsibility and Autonomy (ESRA): A Model for Supervising Degree Projects

“…Previous studies have shown that nursing students feel their first years of education do not prepare them for developing scientific academic texts or for reflective writing with a sufficient level of academic rigor, 8 but mainly for a synthetic type of writing required in clinical scenarios. 9 Several models have been proposed for supporting students and providing them with the skills needed to write their degree projects. Dysthe 10 divided the existing supervising and mentoring scenarios into three different models: the teaching model, the partnership model and the apprenticeship model.…”