Abstract
Writing is an essential skill for nurses and nursing faculty (Johnson & Rulo, 2019; Oermann et al., 2015). This skill involves a complex acquisition process often associated with advanced degree completion (Shellenbarger & Gazza, 2020). Nursing faculty foster writing development of students (Hutchinson & Pederson, 2023), but often do so with modest experience. Further, students perceive nursing faculty lack relevant experience to guide them in developing writing skills (Mitchell et al., 2021).
The researchers conducted a qualitative interpretive study to examine how faculty (N = 16) develop as scholarly writers. Following purposive and snowball sampling, semi-structured interview data were analyzed using content and thematic analysis.
Nursing faculty progress through stages of writing development influenced by intrinsic and extrinsic factors. Varied preparation was described as a major factor in writing development at the baccalaureate level. Experienced faculty or mentors, attitudes or fear towards writing, and confidence in writing influenced skill acquisition.
Findings support intentional development of scholarly writing starting at the prelicensure level and scaffolded through graduate education. To accomplish this, nurses must learn foundational knowledge and practice to acquire advanced skills. In doing so, they should be better equipped to teach and mentor others through the stages of writing development. Safe spaces, constructive feedback, and learning the value of writing within the profession can facilitate accomplishing this charge.
Notes
References:
Hutchinson, J. C., & Pederson, J. (2023). “Writing right”: A workshop approach to improving nursing students’ writing. SAGE Open Nursing, 9, 1-4. https://doi.org/10.1177/23779608231186059
Johnson, J. E., & Rulo, K. (2019). Problem in the profession: How and why writing skills in nursing must be improved. Journal of Professional Nursing, 35(1), 57-64. https://doi.org/10.1016/j.profnurs.2018.05.005
Mitchell, K. M., McMillan D. E., Lobchuk, M. M., & Nickel, N. C. (2021). Writing activities and the hidden curriculum in nursing education. Nursing Inquiry, 28(3), e12407. https://doi.org/10.1111/nin.12407
Oermann, M. H., Leonardelli, A. K., Turner, K. M., Hawks, S. J., Derouin, A. L., & Hueckel, R. M. (2015). Systematic review of educational programs and strategies for developing students’ and nurses’ writing skills. Journal of Nursing Education, 54(1), 28-34. https://doi.org/10.3928/01484834-20141224-01
Shellenbarger, T., & Gazza, E. A. (2020). The lived experience of nursing faculty developing as scholarly writers. Journal of Professional Nursing, 36(6), 520-525. https://doi.org/10.1016/j.profnurs.2020.04.016
Sigma Membership
Lambda Kappa
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Qualitative Research
Keywords:
Faculty Development, Scholarly Writing, Writing Skills
Recommended Citation
Elliott, Brenda; Frank, Nancy J.; and Gale, Anna, "Developing as a Scholarly Writer: A Qualitative Interpretative Study" (2025). International Nursing Research Congress (INRC). 202.
https://www.sigmarepository.org/inrc/2025/presentations_2025/202
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Developing as a Scholarly Writer: A Qualitative Interpretative Study
Seattle, Washington, USA
Writing is an essential skill for nurses and nursing faculty (Johnson & Rulo, 2019; Oermann et al., 2015). This skill involves a complex acquisition process often associated with advanced degree completion (Shellenbarger & Gazza, 2020). Nursing faculty foster writing development of students (Hutchinson & Pederson, 2023), but often do so with modest experience. Further, students perceive nursing faculty lack relevant experience to guide them in developing writing skills (Mitchell et al., 2021).
The researchers conducted a qualitative interpretive study to examine how faculty (N = 16) develop as scholarly writers. Following purposive and snowball sampling, semi-structured interview data were analyzed using content and thematic analysis.
Nursing faculty progress through stages of writing development influenced by intrinsic and extrinsic factors. Varied preparation was described as a major factor in writing development at the baccalaureate level. Experienced faculty or mentors, attitudes or fear towards writing, and confidence in writing influenced skill acquisition.
Findings support intentional development of scholarly writing starting at the prelicensure level and scaffolded through graduate education. To accomplish this, nurses must learn foundational knowledge and practice to acquire advanced skills. In doing so, they should be better equipped to teach and mentor others through the stages of writing development. Safe spaces, constructive feedback, and learning the value of writing within the profession can facilitate accomplishing this charge.
Description
Scholarly writing is an essential skill for nursing faculty who teach writing to students. A qualitative interpretive study on faculty scholarly writing development provides insight into the stages of skill acquisition and the intrinsic and extrinsic factors that influence the process.