Nurturing academic writing for students in an enrolled to registered nurse conversion course at university

Abstract

A growing number of diploma-qualified nurses from vocational programs are enrolling in university Bachelor of Nursing programs to upgrade their qualifications. Universities typically provide these students with credit so they enter the Bachelor of Nursing program in second year. Known as pathway students, these students tend to miss the orientating opportunities that other students experience in their first-year university enrolment. This lack of first-year opportunity can be challenging for many pathway students, notably in academic writing. This paper reports on a tailored and scaffolded academic-writing teaching strategy designed for pathway students in their initial semester of learning. Both the students themselves, and teachers report evidence of improvements in academic writing amongst the pathway students.

The Effectiveness of the Growth Mindset Program in Developing the Projects Proposal Writing Skills

“…The experimental group's project writing post-learning outcomes using a growth mindset curriculum was better than pre-learning. These conformed to the finding of Emmanuel, Chaseling and Boyd (2019) Effective academic writing has the potential to enhance the experience of tertiary studies, increase academic success, and reduce attrition. Growth mindset development is linked to bettering undergraduate students' academic writing abilities (Ryan, 2016) 2) The experimental group using a growth mindset program demonstrated greater project writing proficiency than the control group using conventional instruction.…”