The Experiences of Doctoral Nursing Practice Students Scholarly Writing Development

2.50
Hdl Handle:
http://hdl.handle.net/10755/308468
Category:
Abstract
Type:
Presentation
Title:
The Experiences of Doctoral Nursing Practice Students Scholarly Writing Development
Author(s):
Shellenbarger, Teresa; Gazza, Elizabeth A.; Hunker, Diane F.
Lead Author STTI Affiliation:
Non-member
Author Details:
Teresa Shellenbarger, PhD, RN, CNE, ANEF, tshell@iup.edu; Elizabeth A. Gazza, PhD, RN, FACCE, LCCE; Diane F. Hunker, PhD, MBA, RN
Abstract:

Session presented on: Saturday, November 16, 2013

Purpose:  Doctoral nursing practice (DNP) program graduates are expected to serve as leaders and contribute to the nursing profession by disseminating their work from projects that translate research into practice and ultimately improve patient outcomes.   Central to leadership development involves the use of scholarly writing skills.  However, DNP students enter doctoral programs possessing varying backgrounds, educational preparation, and writing skills.  Little is known about the process of developing as a scholarly writer and the literature provides minimal direction for faculty wanting to promote scholarly writer development. This presentation describes a hermeneutic phenomenological study completed for the purpose of understanding the experience of developing as a scholarly writer. 

Methods: All first semester post-master’s DNP students enrolled in online coursework at a private MidAtlantic university were invited to participate in the study.  Six students provided informed consent and were interviewed by a research team member.  To understand the lived experience of developing as a scholarly writer the participants were asked during telephone interviews to tell about their experience in learning how to write.   

Results: Transcribed interviews were analyzed using a 5-step process that resulted in the identification of common themes.  The three major themes include:  learning throughout life, influence of emotions, and getting through the gate.   Using these themes the researchers identified a variety of pedagogical approaches that can be implemented by nursing faculty to help students develop as scholarly writers and ultimately emerge as future nursing leaders advancing the discipline. 

Conclusions: These strategies can be combined to establish a comprehensive support system that will enable nursing program graduates to adequately contribute to the profession in an advanced role, practice to the full extent, improve practice, and be prepared to disseminate their knowledge through scholarly writing.

Keywords:
Writing; Doctoral nursing students; Phenomenology
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleThe Experiences of Doctoral Nursing Practice Students Scholarly Writing Developmenten_GB
dc.contributor.authorShellenbarger, Teresaen_GB
dc.contributor.authorGazza, Elizabeth A.en_GB
dc.contributor.authorHunker, Diane F.en_GB
dc.contributor.departmentNon-memberen_GB
dc.author.detailsTeresa Shellenbarger, PhD, RN, CNE, ANEF, tshell@iup.edu; Elizabeth A. Gazza, PhD, RN, FACCE, LCCE; Diane F. Hunker, PhD, MBA, RNen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308468-
dc.description.abstract<p>Session presented on: Saturday, November 16, 2013</p>Purpose:  Doctoral nursing practice (DNP) program graduates are expected to serve as leaders and contribute to the nursing profession by disseminating their work from projects that translate research into practice and ultimately improve patient outcomes.   Central to leadership development involves the use of scholarly writing skills.  However, DNP students enter doctoral programs possessing varying backgrounds, educational preparation, and writing skills.  Little is known about the process of developing as a scholarly writer and the literature provides minimal direction for faculty wanting to promote scholarly writer development. This presentation describes a hermeneutic phenomenological study completed for the purpose of understanding the experience of developing as a scholarly writer.  <p>Methods: All first semester post-master’s DNP students enrolled in online coursework at a private MidAtlantic university were invited to participate in the study.  Six students provided informed consent and were interviewed by a research team member.  To understand the lived experience of developing as a scholarly writer the participants were asked during telephone interviews to tell about their experience in learning how to write.    <p>Results: Transcribed interviews were analyzed using a 5-step process that resulted in the identification of common themes.  The three major themes include:  learning throughout life, influence of emotions, and getting through the gate.   Using these themes the researchers identified a variety of pedagogical approaches that can be implemented by nursing faculty to help students develop as scholarly writers and ultimately emerge as future nursing leaders advancing the discipline.  <p>Conclusions: These strategies can be combined to establish a comprehensive support system that will enable nursing program graduates to adequately contribute to the profession in an advanced role, practice to the full extent, improve practice, and be prepared to disseminate their knowledge through scholarly writing.en_GB
dc.subjectWritingen_GB
dc.subjectDoctoral nursing studentsen_GB
dc.subjectPhenomenologyen_GB
dc.date.available2013-12-19T17:31:45Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:31:45Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.