Quality Enhancement Plan: Interprofessional Educational Program to Improve Nursing Students' Self-Efficacy in Scholarly Written Communication

2.50
Hdl Handle:
http://hdl.handle.net/10755/621992
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Quality Enhancement Plan: Interprofessional Educational Program to Improve Nursing Students' Self-Efficacy in Scholarly Written Communication
Author(s):
Plodek, Jeanette Lee; Hobby-Burns, Lela; Tibbits, Linda C.; Phelps, Rustian C.
Lead Author STTI Affiliation:
Iota Xi
Author Details:
Jeanette Lee Plodek, PhD, MSN, RN, Professional Experience: For the last 16 years I have been involved with creating and teaching courses for the RN-BSN and other BSN type programs. During this time I have focused on elevating the critical thinking and writing skills of students. During the last 4 years I have been involved with reviewing and critiquing grant proposals, which include evaluating writing skills. I have also been engaged through Simmons College of Nursing teaching and reviewing student research proposals for IRBs and journal submissions. I am also actively engaged through the American Holistic Nursing Association to obtain ACCN CEU for an educational course on Spiritual Care in Healthcare which is part of an on going study and continual educational program. In the last few years I worked with fellow educators to help create an APA template, guides, and an academic writing course, which aligns with the first course RN-BSN students take, to improve student writing. Author Summary: Dr. J, as she is known to her students, stealthily extracts the RN-BSN students' potential in a most unassuming manner. She is a compassionate leader and keeps the RN-BSN program faculty centered.
Abstract:

Introduction: Effective communication is essential in business and academia for professional success. RN-BSN students struggle with scholarly composition as a result of limited formal writing opportunities during their prior studies. A collaborative interprofessional education effort is described to improve students’ professional writing skills.

Methods:After assessing observational qualitative data from Nursing, English and Writing Lab faculty, two (2) online, 7-week, asynchronous, 1-credit hour courses were developed and implemented. Both courses are instructed by English or Writing Lab faculty. To promote content alignment Nursing faculty are ‘guest instructors’ in the course.

The first course is co-requisite with the introductory course in an online RN to BSN program. The second writing course is co-requisite with the EBP Research Essentials course. Using nursing content, writing activities provide nursing students with learning opportunities for practicing grammar mechanics, writing skills, and organizing scholarly summaries.

Specifically, students receive an overview of professional and technical writing principles that focus on identified skills necessary for success in the academic and professional environments. The students develop their skills through multiple writing assignments, and constructing a professional portfolio of documents deemed essential. These documents include emails, letters, literature reviews, annotated bibliographies, and scholarly papers. Other assignments such as the annotated bibliography, curriculum vita, and portfolio creation and management are specifically designed toward the nursing educational and professional expectations.

The Interprofessional education (IPE) effort was piloted in Spring & Summer 2016. By design, the writing courses supported success in the two (2) associated nursing courses. Seventy (70) students participated in this quasi-experimental study. The validated 20-item Post-Secondary Writing Self-Efficacy Instrument assessed students’ pre- and post- intervention belief in their ability to meet writing objectives. Scores were compared for both individual student questions, and total means of all questions. Successful course completion is another outcome measured. Upon program completion, graduates will also complete the Professional Role Confidence survey provided by the University Quality Enhancement Plan office.

Results: Pre- and post-intervention scores on Post-Secondary Writing Self-Efficacy Instrument were compared. Statistically significant improvements were found both individually, and on combined mean scores. Scores significantly improved on 15 of the 20 instrument items, and, overall pre-post mean scores (p<0.0001), indicating higher confidence in students’ writing ability. Student qualitative comments are overwhelmingly positive, with participants reporting that they learned valuable skills, information, and increased confidence in completing scholarly writing assignments. Faculty report a decreased need to spend time on correcting grammar, APA format, and style and an opportunity to spend more time on content evaluation and feedback.

Discussion:The interprofessional instruction in these two writing courses is key. English composition faculty provides purely grammatical feedback on students’ writing practice. This division of faculty instruction focuses on word usage, paragraph organization and APA writing mechanics, all within the background of nursing context. The co-requisite practice prepares students for the concurrent Nursing course activities. The two co-requisite courses are the initial Transition to Nursing course, and later, in the Research Essentials in Evidence-based Practice course.

Pilot course offerings were initiated during the 2016 Spring and Summer terms. The English and Writing Lab faculty continue to work closely with Nursing Department faculty to update the new courses based on student and faculty feedback.

Conclusion:These foundational writing activities help students' express scholarly language, and promote critical thinking abilities. Linking the writing workshop course assignments to selected existing nursing course assignments allows for the utilization of profession-specific academic assignments while providing a theoretical foundation of communication skills and specific feedback to enhance development and proficiency of the students’ critical writing, learning, and thinking skills.

Supporting and promoting self-efficacy and competence in professional writing creates nursing students who can be successful communicators (Miller, et.al, 2014).

Keywords:
Interprofessional Nursing Education; Self-efficacy; Communication-writing
Repository Posting Date:
20-Jul-2017
Date of Publication:
20-Jul-2017
Other Identifiers:
INRC17PST538
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleQuality Enhancement Plan: Interprofessional Educational Program to Improve Nursing Students' Self-Efficacy in Scholarly Written Communicationen_US
dc.contributor.authorPlodek, Jeanette Leeen
dc.contributor.authorHobby-Burns, Lelaen
dc.contributor.authorTibbits, Linda C.en
dc.contributor.authorPhelps, Rustian C.en
dc.contributor.departmentIota Xien
dc.author.detailsJeanette Lee Plodek, PhD, MSN, RN, Professional Experience: For the last 16 years I have been involved with creating and teaching courses for the RN-BSN and other BSN type programs. During this time I have focused on elevating the critical thinking and writing skills of students. During the last 4 years I have been involved with reviewing and critiquing grant proposals, which include evaluating writing skills. I have also been engaged through Simmons College of Nursing teaching and reviewing student research proposals for IRBs and journal submissions. I am also actively engaged through the American Holistic Nursing Association to obtain ACCN CEU for an educational course on Spiritual Care in Healthcare which is part of an on going study and continual educational program. In the last few years I worked with fellow educators to help create an APA template, guides, and an academic writing course, which aligns with the first course RN-BSN students take, to improve student writing. Author Summary: Dr. J, as she is known to her students, stealthily extracts the RN-BSN students' potential in a most unassuming manner. She is a compassionate leader and keeps the RN-BSN program faculty centered.en
dc.identifier.urihttp://hdl.handle.net/10755/621992-
dc.description.abstract<p><em>Introduction: </em><span>Effective communication is essential in business and academia for professional success. RN-BSN students struggle with scholarly composition as a result of limited formal writing opportunities during their prior studies. A collaborative interprofessional education effort is described to improve students’ professional writing skills.</span></p> <p><em>Methods:</em>After assessing observational qualitative data from Nursing, English and Writing Lab faculty, two (2) online, 7-week, asynchronous, 1-credit hour courses were developed and implemented. Both courses are instructed by English or Writing Lab faculty. To promote content alignment Nursing faculty are ‘guest instructors’ in the course.</p> <p>The first course is co-requisite with the introductory course in an online RN to BSN program. The second writing course is co-requisite with the EBP Research Essentials course. Using nursing content, writing activities provide nursing students with learning opportunities for practicing grammar mechanics, writing skills, and organizing scholarly summaries.</p> <p>Specifically, students receive an overview of professional and technical writing principles that focus on identified skills necessary for success in the academic and professional environments. The students develop their skills through multiple writing assignments, and constructing a professional portfolio of documents deemed essential. These documents include emails, letters, literature reviews, annotated bibliographies, and scholarly papers. Other assignments such as the annotated bibliography, curriculum vita, and portfolio creation and management are specifically designed toward the nursing educational and professional expectations.</p> <p>The Interprofessional education (IPE) effort was piloted in Spring & Summer 2016. By design, the writing courses supported success in the two (2) associated nursing courses. Seventy (70) students participated in this quasi-experimental study. The validated 20-item <em>Post-Secondary Writing Self-Efficacy Instrument </em>assessed students’ pre- and post- intervention belief in their ability to meet writing objectives. Scores were compared for both individual student questions, and total means of all questions. Successful course completion is another outcome measured. Upon program completion, graduates will also complete the <em>Professional Role Confidence </em>survey provided by the University Quality Enhancement Plan office.</p> <p><em>Results:</em> Pre- and post-intervention scores on <em>Post-Secondary Writing Self-Efficacy Instrument </em>were compared. Statistically significant improvements were found both individually, and on combined mean scores. Scores significantly improved on 15 of the 20 instrument items, and, overall pre-post mean scores (p<0.0001), indicating higher confidence in students’ writing ability. Student qualitative comments are overwhelmingly positive, with participants reporting that they learned valuable skills, information, and increased confidence in completing scholarly writing assignments. Faculty report a decreased need to spend time on correcting grammar, APA format, and style and an opportunity to spend more time on content evaluation and feedback.</p> <p><em>Discussion:</em>The interprofessional instruction in these two writing courses is key. English composition faculty provides purely grammatical feedback on students’ writing practice. This division of faculty instruction focuses on word usage, paragraph organization and APA writing mechanics, all within the background of nursing context. The co-requisite practice prepares students for the concurrent Nursing course activities. The two co-requisite courses are the initial <em>Transition to Nursing</em> course, and later, in the <em>Research Essentials in Evidence-based Practice</em> course.</p> <p>Pilot course offerings were initiated during the 2016 Spring and Summer terms. The English and Writing Lab faculty continue to work closely with Nursing Department faculty to update the new courses based on student and faculty feedback.</p> <p><em>Conclusion:</em>These foundational writing activities help students' express scholarly language, and promote critical thinking abilities. Linking the writing workshop course assignments to selected existing nursing course assignments allows for the utilization of profession-specific academic assignments while providing a theoretical foundation of communication skills and specific feedback to enhance development and proficiency of the students’ critical writing, learning, and thinking skills.</p> <p>Supporting and promoting self-efficacy and competence in professional writing creates nursing students who can be successful communicators (Miller, et.al, 2014).</p>en
dc.subjectInterprofessional Nursing Educationen
dc.subjectSelf-efficacyen
dc.subjectCommunication-writingen
dc.date.available2017-07-20T18:55:01Z-
dc.date.issued2017-07-20-
dc.date.accessioned2017-07-20T18:55:01Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.