Academic literacy in nursing students has historically been poor this research therefore aimed to investigate the effectiveness of an embedded multidisciplinary approach to academic written communication skills for first year Bachelor of Nursing students in Australia.
This initiative consisted of (1) collaboratively embedding academic skills with nursing staff and Learning and Academic Skills Advisors using scaffolded tasks, curriculum/material development, workshops/tutorials on writing skills; and (2) individual support sessions. Data was obtained via questionnaire.
Responses were received from 92 (74% local and 26% international) students. Key findings showed the collaborative approach to embedding skills with added follow up, was beneficial for students’ skills development, including improved academic writing, increased confidence, and recognition of the importance of academic writing.
It is important to equip student to develop academic literacy and an embedded academic literacy program has been determined to assist and may contribute to future professionalisation in nursing.
Many thanks to our students that took part in the study.
Research funding: None declared.
Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
Competing interests: Authors state no conflict of interest.
Informed consent: Informed consent was obtained from all individuals included in this study.
Ethical approval: The research related to human use as complied with the relevant national regulations, institutional policies, and in accordance with the Helsinki Declaration, and has been approved by the authors’ institutional Human Research Ethics Committee (R/2016/014-20190512-1757).
Akpan, V. I., Igwe, U., Mpamah, I., & Okoro, C. (2020). Social constructivism: Implications on teaching and learning. British Journal of Education, 8(8), 49–56.Search in Google Scholar
Australian Government. (2021). The higher education standards framework (threshold standards). Tertiary Education Quality and Standards Agency. https://www.teqsa.gov.au/how-we-regulate/higher-education-standards-framework-2021 Search in Google Scholar
Borglin, G., & Fagerström, C. (2012). Nursing students’ understanding of critical thinking and appraisal and academic writing: A descriptive, qualitative study. Nurse Education in Practice, 12(6), 356–360. https://doi.org/10.1016/j.nepr.2012.04.009 Search in Google Scholar PubMed
Gimenez, J. (2008). Beyond the academic essay: Discipline-specific writing in nursing and midwifery. Journal of English for Academic Purposes, 7(3), 151–164. https://doi.org/10.1016/j.jeap.2008.03.005 Search in Google Scholar
Goldingay, S., Hitch, D., Ryan, J., Farrugia, D., Hosken, N., Lamaro, G., Nihill, C., & Macfarlane, S. (2014). “The university didn’t actually tell us this is what you have to do”: Social inclusion through embedding of academic skills in first year professional courses. International Journal of the First Year in Higher Education, 5(1), 43–53. https://doi.org/10.5204/intjfyhe.v5i1.194 Search in Google Scholar
Harper, R., & Vered, K. O. (2017). Developing communication as a graduate outcome: Using ‘writing across the curriculum’ as a whole-of-institution approach to curriculum and pedagogy. Higher Education Research and Development, 36(4), 688–701. https://doi.org/10.1080/07294360.2016.1238882 Search in Google Scholar
Hillege, S. P., Catterall, J., Beale, B. L., & Stewart, L. (2014). Discipline matters: Embedding academic literacies into an undergraduate nursing program. Nurse Education in Practice, 14(6), 686–691. https://doi.org/10.1016/j.nepr.2014.09.005 Search in Google Scholar PubMed
Hodgson, Y., Cant, R., Tighe, J., & Garvey, L. (2022). Students’ perceptions and experiences of assessment in three years of a Biomedicine degree. Journal of Further and Higher Education, 46(9), 1212–1228. https://doi.org/10.1080/0309877X.2022.2061842.Search in Google Scholar
Jackson, D. (2009). Mentored residential writing retreats: A leadership strategy to develop skills and generate outcomes in writing for publication. Nurse Education Today, 29(1), 9–15. https://doi.org/10.1016/j.nedt.2008.05.018 Search in Google Scholar PubMed
Jefferies, D., McNally, S., Roberts, K., Wallace, A., Stunden, A., D’Souza, S., & Glew, P. (2018). The importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice: A systematic review. Nurse Education Today, 60, 84–91. https://doi.org/10.1016/j.nedt.2017.09.020 Search in Google Scholar PubMed
Lea, M. R., & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157–172. https://doi.org/10.1080/03075079812331380364 Search in Google Scholar
McConlogue, T., Mitchell, S., & Peake, K. (2012). Writing programs worldwide. In C. Thaiss, G. Bräuer, P. Carlino, L. Ganobcsik-Williams, & A. Sinha (Eds), Profiles of academic writing in many places. WAC Clearinghouse.Search in Google Scholar
McWilliams, R., & Allan, Q. (2014). Embedding academic literacy skills: Towards a best practice model. Journal of University Teaching and Learning Practice, 11(3), 8. https://doi.org/10.53761/188.8.131.52 Search in Google Scholar
Mitchell, K. M., Blanchard, L., & Roberts, T. (2020). Seeking transformation: How students in nursing view their academic writing context – a qualitative systematic review. International Journal of Nursing Education Scholarship, 17(1). https://doi.org/10.1515/ijnes-2020-0074 Search in Google Scholar PubMed
Moore, T., Ballantyne, G., & McIntosh, C. (2018). The embedding challenge: Developing students’ understandings of ‘theory’ and ‘critique’ on a Sociology writing program. Australian Review of Applied Linguistics, 41(2), 130–156. https://doi.org/10.1075/aral.00007.moo Search in Google Scholar
Murray, N., & Nallaya, S. (2016). Embedding academic literacies in university programme curricula: A case study. Studies in Higher Education, 41(7), 1296–1312. https://doi.org/10.1080/03075079.2014.981150 Search in Google Scholar
Nursing and Midwifery Board of Australia. (2016). National competency standards for the registered nurse. Australian Health Practitioner Regulation Agency.Search in Google Scholar
Nursing and Midwifery Board of Australia. (2019). Engligh language skills registration standards. Australian Health Practitioner Regulation Agency.Search in Google Scholar
Ryan, E. J. (2016). Undergraduate nursing students’ attitudes and use of research and evidence-based practice – an integrative literature review. Journal of Clinical Nursing, 25(11–12), 1548–1556. https://doi.org/10.1111/jocn.13229 Search in Google Scholar PubMed
Salamonson, Y., Koch, J., Weaver, R., Everett, B., & Jackson, D. (2010). Embedded academic writing support for nursing students with English as a second language. Journal of Advanced Nursing, 66(2), 413–421. https://doi.org/10.1111/j.1365-2648.2009.05158.x Search in Google Scholar PubMed
San Miguel, C., Townsend, L., & Waters, C. (2013). Redesigning nursing tutorials for ESL students: A pilot study. Contemporary Nurse, 44(1), 21–31. https://doi.org/10.5172/conu.2013.44.1.21 Search in Google Scholar PubMed
Schwartz, S. (2019). Educating the nurse of the future. Department of Health and Aged Care.Search in Google Scholar
Walker, P., & Finney, N. (1999). Skill development and critical thinking in higher education. Teaching in Higher Education, 4(4), 531–547. https://doi.org/10.1080/1356251990040409 Search in Google Scholar
Whiffin, C. J., & Hasselder, A. (2013). Making the link between critical appraisal, thinking and analysis. British Journal of Nursing, 22(14), 831–835. https://doi.org/10.12968/bjon.2013.22.14.831 Search in Google Scholar PubMed
Wingate, U. (2012). Using academic literacies and genre-based models for academic writing instruction: A ‘literacy’ journey. Journal of English for Academic Purposes, 11(1), 26–37. https://doi.org/10.1016/j.jeap.2011.11.006 Search in Google Scholar
Zavertnik, J. E., Huff, T. A., & Munro, C. L. (2010). Innovative approach to teaching communication skills to nursing students. Journal of Nursing Education, 49(2), 65–71. https://doi.org/10.3928/01484834-20090918-06 Search in Google Scholar PubMed
© 2023 Walter de Gruyter GmbH, Berlin/Boston