Abstract
Developing nursing students as scholarly writers requires dedicated time and faculty support. One strategy faculty use to advance students’ growth is scaffolded writing assignments. Unfortunately, writing remains problematic in the profession. One potential rationale for this is faculty may focus too heavily on giving feedback specific to grammar and writing mechanics, which can underscore the value of writing, Students experience a range of emotions when receiving feedback on their written work, from joy to disappointment, which shapes the learning experience, self-efficacy, and identity development.
The researchers conducted a qualitative study and subsequent secondary analysis of interview data from 16 nurse educators addressing the following research question: “How do nurse educators develop students as scholarly writers and what feedback strategies best aid in the development of scholarly writing?” This research extends the current evidence addressing the need for constructive feedback in writing skill development.
The data revealed ways that faculty can provide feedback on student writing that fosters creativity, protects the student’s emotional connection to writing, and encourages identity formation. When faculty provide feedback focused on content and clarity of ideas, it can create an environment that motivates students and promotes self-efficacy. Faculty can further convey the value of scholarly writing by making meaningful connections to patient outcomes.
Notes
This project was funded by an internal faculty development grant.
References:
1. Hill, J., Berlin, K., Choate, J., Cravens-Brown, L., McKendrick-Calder, L., & Smith, S. (2021). Exploring the emotional response of undergraduate students to assessment feedback: Implications for instructors. Teaching & Learning Inquiry, 9(1), 294-318.
2. 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.
3. Mitchell, K. M. (2018). Constructing writing practices in nursing. Journal of Nursing Education, 57(7), 399-407.
4. 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, Article e12407.
5. 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.
Sigma Membership
Lambda Kappa
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Secondary Analysis
Research Approach
Qualitative Research
Keywords:
Academic, Advances in Education, Teaching and Learning Strategies, Faculty Development, Nursing Students, Academic Discourse, Teacher-Student Relationships, Well-Being
Recommended Citation
Gale, Anna; Elliott, Brenda; and Frank, Nancy J., "More Than Mechanics: Caring for Students’ Emotions, Identity, and Growth in Writing" (2026). International Nursing Research Congress (INRC). 264.
https://www.sigmarepository.org/inrc/2026/presentations_2026/264
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
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. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-09-07
More Than Mechanics: Caring for Students’ Emotions, Identity, and Growth in Writing
Toronto, Ontario, Canada
Developing nursing students as scholarly writers requires dedicated time and faculty support. One strategy faculty use to advance students’ growth is scaffolded writing assignments. Unfortunately, writing remains problematic in the profession. One potential rationale for this is faculty may focus too heavily on giving feedback specific to grammar and writing mechanics, which can underscore the value of writing, Students experience a range of emotions when receiving feedback on their written work, from joy to disappointment, which shapes the learning experience, self-efficacy, and identity development.
The researchers conducted a qualitative study and subsequent secondary analysis of interview data from 16 nurse educators addressing the following research question: “How do nurse educators develop students as scholarly writers and what feedback strategies best aid in the development of scholarly writing?” This research extends the current evidence addressing the need for constructive feedback in writing skill development.
The data revealed ways that faculty can provide feedback on student writing that fosters creativity, protects the student’s emotional connection to writing, and encourages identity formation. When faculty provide feedback focused on content and clarity of ideas, it can create an environment that motivates students and promotes self-efficacy. Faculty can further convey the value of scholarly writing by making meaningful connections to patient outcomes.
Description
Students experience a range of emotions when receiving feedback on their writing, from joy to disappointment, which shapes the learning experience, self-efficacy, and identity development. Data from 16 nurse educators reveals opportunities for educators to provide feedback in a manner that fosters creativity, protects the student’s emotional connection to writing, and encourages identity formation. Faculty can further convey the value of scholarly writing by connecting it to patient outcomes.