International Journal of Nursing Education Scholarship
Ed. by Andrusyszyn, Mary-Anne / Cragg, Catherine Elizabeth / Goldenberg, Dolly / Iwasiw, Carroll Louise / Maltby, Hendrika J.
1 Issue per year
SCImago Journal Rank (SJR): 0.715
Source Normalized Impact per Paper (SNIP): 1.079
Volume 12 (2015)
Volume 11 (2014)
Volume 10 (2013)
Volume 9 (2012)
Volume 8 (2011)
Volume 7 (2010)
Volume 6 (2009)
Volume 5 (2008)
Volume 4 (2007)
Volume 3 (2006)
Volume 2 (2005)
Volume 1 (2004)
Most Downloaded Articles
- Successful Transition of the New Graduate Nurse by Romyn, Donna M/ Linton, Noreen/ Giblin, Cathy/ Hendrickson, Brenda/ Houger Limacher, Lori/ Murray, Carol/ Nordstrom, Pamela/ Thauberger, Gail/ Vosburgh, Di/ Vye-Rogers, Leianne/ Weidner, Arlene and Zimmel, Colleen M
- Transforming Nursing Education: A Review of Current Curricular Practices in Relation to Benner's Latest Work by Handwerker, Sarah M.
- Educating the Future eHealth Professional Nurse by Booth, Richard G
- Stress, Depression, and Anxiety among Undergraduate Nursing Students by Chernomas, Wanda M. and Shapiro, Carla
- Cultural Competence and Cultural Safety in Canadian Schools of Nursing: A Mixed Methods Study by Rowan, Margo S./ Rukholm, Ellen/ Bourque-Bearskin, Lisa/ Baker, Cynthia/ Voyageur, Evelyn and Robitaille, Annie
Integrating Advanced Writing Content into a Scholarly Inquiry in Nursing Course
1Brigham Young University
2Brigham Young University
3Brigham Young University
4Brigham Young University
5Timpanogos Regional Hospital
Citation Information: International Journal of Nursing Education Scholarship. Volume 9, Issue 1, Pages 1–16, ISSN (Online) 1548-923X, DOI: 10.1515/1548-923X.2213, February 2012
- Published Online:
Since there are few data examining methods to help students learn to write in a scholarly manner, the purposes of this project were to (1) evaluate students’ learning of writing content integrated into a Scholarly Inquiry in Nursing course by examining differences in scores on a writing assessment taken at the beginning and end of the course; and (2) examine student confidence ratings relative to writing to see if it improved during the course. After obtaining IRB approval and informed consent, the CLIPS pre and post assessment mean scores of 82 students in a Scholarly Inquiry in Nursing course were compared using the Wilcoxon signed-rank test. Confidence ratings in formal and informal writing were also obtained from a subsample of 47 students. Mean scores improved in 12 out of 26 assessment categories related to punctuation, correct usage of words, and sentence construction. Student mean confidence ratings increased each month.
Here you can find all Crossref-listed publications in which this article is cited. If you would like to receive automatic email messages as soon as this article is cited in other publications, simply activate the “Citation Alert” on the top of this page.