Baccalaureate nursing students' self-assessment of knowledge, skills, and attitudes toward scholarly writing
Teresa Shellenbarger, PhD, Department of Nursing and Allied Health Professions, Indiana University of Pennsylvania, Indiana, Pennsylvania, USA; Elizabeth A. Gazza, PhD, School of Nursing, University of North Carolina Wilmington, Wilmington, North Carolina, USA; Diane F. Hunker, PhD, MBA, Department of Nursing, Chatham University, Pittsburgh, Pennsylvania, USA
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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 students. Implications and recommendations resulting from the study will be shared.
44th Biennial Convention 2017 Theme: Influence Through Action: Advancing Global Health, Nursing, and Midwifery.
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|Keywords||Baccalaureate Nursing Students;
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Showing items related by title, author, creator and subjects.
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 ...
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 ...
Shellenbarger, Teresa; Gazza, Elizabeth A.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.
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