Establishing Evidence for Curriculum Development: Writing Levels of Year 1 BScN Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/303810
Category:
Abstract
Type:
Presentation
Title:
Establishing Evidence for Curriculum Development: Writing Levels of Year 1 BScN Students
Author(s):
Iwasiw, Carroll; Hoth, Whitney; Krahn, Mary Anne; Feltham, Mark
Lead Author STTI Affiliation:
Non-member
Author Details:
Carroll Iwasiw, RN, BN, MScN, EdD, ciwasiw@uwo.ca; Whitney Hoth, Ba, MA; Mary Anne Krahn, BScN, MScN; Mark Feltham, PhD;
Abstract:

Session presented on: Thursday, July 25, 2013

Purpose: The purpose was to assess incoming BScN students� writing as a basis for course development, specifically to ascertain: a) students� writing levels, b) relationships between writing levels and demographic characteristics, and c) areas of strengths and deficits. �Academic writing is a tool for student learning, evaluation of learning, and assessment of critical thinking Despite an admission requirement of 80% in Grade 12 English, students� writing skills have been insufficient and nursing faculty have dedicated considerable time and attention to writing mechanics when marking assignments.� The few studies about nursing students� writing skills are limited by small sample sizes, and in both expository and research-based literature, writing skills have been assessed by nursing faculty only.

Methods: The Model of Context-Relevant Curriculum �Development was the study framework. In this descriptive, correlational study, Year 1 students completed a writing task (a short essay) at program entry.� Essays were assessed and scored by English Language specialists� to determine writing levels, according to a standardized marking rubric and established procedures for ensuring inter-rater scoring reliability. Essays were qualitatively analyzed to determine areas of strengths and deficits.� Writing task scores were correlated with demographic characteristics.

Results: Thirty-eight volunteers (response rate 15%) participated. The mean writing score was 3.4 (maximum=6; range 1.25-5.25; SD=.73). There were no significant correlations between demographic characteristics and writing scores. Deficits in content, organization, style, and mechanics were identified in the essays.

Conclusion: Despite a low participation rate, data validated the need for a formal writing course in the BScN program. Qualitative results provided ideas about possible goals and content of such a course.

Keywords:
nursing education; undergraduate; writing skills
Repository Posting Date:
22-Oct-2013
Date of Publication:
22-Oct-2013
Conference Date:
2013
Conference Name:
24th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Prague, Czech Republic
Description:
24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleEstablishing Evidence for Curriculum Development: Writing Levels of Year 1 BScN Studentsen_GB
dc.contributor.authorIwasiw, Carrollen_GB
dc.contributor.authorHoth, Whitneyen_GB
dc.contributor.authorKrahn, Mary Anneen_GB
dc.contributor.authorFeltham, Marken_GB
dc.contributor.departmentNon-memberen_GB
dc.author.detailsCarroll Iwasiw, RN, BN, MScN, EdD, ciwasiw@uwo.ca; Whitney Hoth, Ba, MA; Mary Anne Krahn, BScN, MScN; Mark Feltham, PhD;en_GB
dc.identifier.urihttp://hdl.handle.net/10755/303810-
dc.description.abstract<p>Session presented on: Thursday, July 25, 2013</p><b>Purpose: </b>The purpose was to assess incoming BScN students� writing as a basis for course development, specifically to ascertain: a) students� writing levels, b) relationships between writing levels and demographic characteristics, and c) areas of strengths and deficits. �Academic writing is a tool for student learning, evaluation of learning, and assessment of critical thinking Despite an admission requirement of 80% in Grade 12 English, students� writing skills have been insufficient and nursing faculty have dedicated considerable time and attention to writing mechanics when marking assignments.� The few studies about nursing students� writing skills are limited by small sample sizes, and in both expository and research-based literature, writing skills have been assessed by nursing faculty only. <p><b>Methods: </b> The Model of Context-Relevant Curriculum �Development was the study framework. In this descriptive, correlational study, Year 1 students completed a writing task (a short essay) at program entry.� Essays were assessed and scored by English Language specialists� to determine writing levels, according to a standardized marking rubric and established procedures for ensuring inter-rater scoring reliability. Essays were qualitatively analyzed to determine areas of strengths and deficits.� Writing task scores were correlated with demographic characteristics. <p><b>Results: </b> Thirty-eight volunteers (response rate 15%) participated. The mean writing score was 3.4 (maximum=6; range 1.25-5.25; <i>SD</i>=.73). There were no significant correlations between demographic characteristics and writing scores. Deficits in content, organization, style, and mechanics were identified in the essays. <p><b>Conclusion: </b> Despite a low participation rate, data validated the need for a formal writing course in the BScN program. Qualitative results provided ideas about possible goals and content of such a course.en_GB
dc.subjectnursing educationen_GB
dc.subjectundergraduateen_GB
dc.subjectwriting skillsen_GB
dc.date.available2013-10-22T20:23:57Z-
dc.date.issued2013-10-22-
dc.date.accessioned2013-10-22T20:23:57Z-
dc.conference.date2013en_GB
dc.conference.name24th International Nursing Research Congressen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationPrague, Czech Republicen_GB
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.en_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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