Implementing a Writing Course in an Online RN-BSN Program

Abstract

Scholarly writing is an essential skill for nurses to communicate new research and evidence. Written communication directly relates to patient safety and quality of care. However, few online RN-BSN programs integrate writing instruction into their curricula. Nurses traditionally learn how to write from instructor feedback and often midway into their baccalaureate education. Innovative strategies are needed to help nurses apply critical thinking skills to writing. The authors discuss a collaboration between Nursing faculty and Technical Communication faculty to develop and implement a writing course that is one of the first courses the students take in the online RN-BSN program. Formal writing is important to the nursing discipline as it allows nurses to participate more fully in academic discourse(2) where evidence-based practice is the cornerstone of nursing practice. Scholarly writing skills are important to disseminate nursing knowledge to the broader nursing community. showed that the online support improved writing skills, other issues such as IT skill acquisition and access issues were a challenge.In addition to the findings that support the need for writing courses in baccalaureate nursing programs, researchsuggests that incorporating such a course early in the nursing curriculum is beneficial to students as they continue to build on their writing abilities. In the post-registration nursing program at the University of Hong Kong, incorporating academic writing skills into an introductory information literacy course provided the students with a more comprehensive skill set and decreased concerns that many practicing nurses have upon returning to school.(10) In their review of writing requirements for nursing programs in Canada,(8) found that programs 5 providing discipline specific writing courses early in their curriculum allowed the students to develop the research and writing skills needed to succeed academically.Trends suggest that inter-departmental collaboration also strengthens writing programs. McMillan and Raines (12) discuss direct collaboration with writing programs and campus writing services, with students required to meet with a Writing Center staff person as well as a librarian as part of their assignment preparation. Outcomes of the assignment demonstrated interdisciplinary collaboration with campus writing experts not only enhanced writing instruction but improved communication skills with both writing experts and students. Mandleco et al,(13) also report direct collaboration with faculty from a university writing program attending nursing classes to assist the students in their writing assignments. Recognizing the value in such collaborative approaches, our RN-BSN program worked with faculty from the TC program to develop and implement the fully online, writing course discussed in this article. The Technical Writing Course In the BeginningArizona State University's College of Nursing and Health Innovation initiated its RN-BSN program in 1999. The program was delivered onsite in a ...

Fostering critical thinking and collaborative learning skills among medical students through a research protocol writing activity in the curriculum

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Writing Across the Curriculum: Strategies to Improve the Writing Skills of Nursing Students

“…Others described writing‐intensive courses for nursing students (Chu, Perkins, & Marks‐Maran, ; Mandelco, Lassetter, Callister, & Carlton, ; Tesh, Hyde, & Kautz, ; Weaver & Jackson, ). These courses are taught by nursing faculty alone or collaboratively with faculty from English and technical communication departments (Stevens et al., ).…”

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Academic Literacy Requirements of Health Professions Programs: Challenges for ESL Students

“…As documented in the literature, the provision of learning supports to promote academic literacy for the duration of health professions education programs would be of benefi t in enhancing NNES student success (Crossman, 2014). The use of online writing tutorials has been recommended for nursing students (Roberts & Goss, 2009;Stevens et al, 2014). In this study, the availability of academic writing support, either at the program or institutional levels, for health professions students varied between professions and institutions.…”