A phenomenological study investigating faculty developing as scholarly writers
Teresa Shellenbarger, PhD, RN, CNE, ANEF, Department of Nursing and Allied Health Professions, Indiana University of Pennsylvania, Indiana, Pennsylvania, USA; Elizabeth A. Gazza, PhD, RN, FACCE, LCCE, ANEF, School of Nursing, University of North Carolina Wilmington, Wilmington, North Carolina, USA
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This presentation discusses a hermeneutic phenomenological study with 12 nursing faculty that uncovered their experience developing as scholarly writers. Five themes of scholarly writing development emerged and will be shared.
30th International Nursing Research Congress: Theory-to-Practice: Catalyzing Collaborations to Connect Globally. Held 25-29 July 2019 in Calgary, Alberta, Canada.
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|Review Type||Abstract Review Only: Reviewed by Event Host|
|Name||30th International Nursing Research Congress|
|Host||Sigma Theta Tau International|
|Location||Calgary, Alberta, Canada|
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Using an innovative research-based process to facilitate scholarly writer development Gazza, Elizabeth A.; Shellenbarger, Teresa; Hunker, Diane F. (2016-03-17)Session presented on Thursday, July 23, 2015: Purpose: Nursing students and practicing nurses around the world engage in a variety of writing activities throughout their nursing career as they disseminate information and ...
Doctoral nursing students' use of evidence-based knowledge, skills, and attitudes of scholarly writing Hunker, Diane F.; Shellenbarger, Teresa; Gazza, Elizabeth A. (2017-06-19)Purpose: Scholarly writing is required for doctoral program graduates who plan to disseminate their work and advance the discipline of nursing. However, nurses enter doctoral programs with varying ability and experience ...
Baccalaureate nursing students' self-assessment of knowledge, skills, and attitudes toward scholarly writing Shellenbarger, Teresa; Gazza, Elizabeth A.; Hunker, Diane F. (2017-09-29)This presentation describes a national study assessing baccalaureate nursing students' development of writing knowledge, skills, and attitudes. Self-assessment of writing revealed practices usually used and not used by ...
Guided reflective writing and student clinical judgment development: A descriptive study of nursing student and faculty perspectives Smith, TanyaLiterature supports guided reflection and clinical judgment development as key components to enhancing students’ knowledge and preparation for complex nursing care. Faculty are challenged to prepare new nurses to enter the ...
The PhD Journey: Tips for Success From Faculty and Graduates Zonts, Heather L.; Gross, Megan E.; Shellenbarger, TeresaA need exists for doctoral prepared nursing faculty in higher education. Unfortunately, a large number of doctoral students do not complete their coursework including the dissertation. This session will provide suggestions ...