Seeking transformation: how students in nursing view their academic writing context – a qualitative systematic review

Writing practices in nursing education programs are situated in a tension-filled context resulting from competing medical-technical and relational nursing discourses. The goal of this qualitative meta-study is to understand, from the student perspective, how the context for writing in nursing is con...

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Bibliographic Details
Published in:International journal of nursing education scholarship 2020-01, Vol.17 (1)
Main Authors: Mitchell, Kim M., Blanchard, Laurie, Roberts, Tara
Format: Article
Language:English
Subjects:
Academic Language
academic writing
Continuing education
Discourses
Doctoral Dissertations
Educational Change
Educational programs
Identity formation
Learner Engagement
Medical education
meta-study
Nursing
nursing discourse
Nursing education
Professional identity
Professional training
Qualitative research
Self Actualization
Student Attitudes
Student Participation
Student teacher relationship
Systematic review
Transformation
University students
Writing
Writing Assignments
Writing Instruction
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Summary:Writing practices in nursing education programs are situated in a tension-filled context resulting from competing medical-technical and relational nursing discourses. The goal of this qualitative meta-study is to understand, from the student perspective, how the context for writing in nursing is constructed and the benefits of writing to nursing knowledge development. A literature search using the CINHAL, Medline, ERIC, and Academic Search complete databases, using systematic methods identified 21 papers and dissertations which gathered qualitative interview or survey data from students in nursing at the pre-registration, continuing education, and graduate levels. The studies provided evidence that writing assignments promote professional identity development but overemphasis on writing mechanics when grading have a deleterious effect on learning and student engagement with writing. Relationship building with faculty should extend beyond what is needed to maximize grades. Suggestions for writing pedagogical reform are identified to facilitate a change in focus from mechanical-technical to transformative writing.
ISSN:2194-5772
1548-923X
DOI:10.1515/ijnes-2020-0074