Elizabeth A Gazza1, Diane F Hunker. 1. Department of Nursing, Chatham University, Pittsburgh, PA 15232, USA. egazza@chatham.edu
Abstract
UNLABELLED: PROBLEM OF INTEREST: Nursing faculty at a private, medium-sized university noted that students in their online Registered Nurse to Bachelor of Science in Nursing, hybrid Master of Science in Nursing, and online Doctor of Nursing Practice programs displayed varying scholarly writing abilities. PURPOSE: This article proposes an evidence-based comprehensive support framework, or scaffold that can be used in nursing education to facilitate the development of scholarly writing abilities in students. PRACTICE IMPLICATION: The writing scaffold is recommended for use by nursing faculty to facilitate the development of scholarly writing abilities within nursing, across nursing program levels, and across disciplines.
UNLABELLED: PROBLEM OF INTEREST: Nursing faculty at a private, medium-sized university noted that students in their online Registered Nurse to Bachelor of Science in Nursing, hybrid Master of Science in Nursing, and online Doctor of Nursing Practice programs displayed varying scholarly writing abilities. PURPOSE: This article proposes an evidence-based comprehensive support framework, or scaffold that can be used in nursing education to facilitate the development of scholarly writing abilities in students. PRACTICE IMPLICATION: The writing scaffold is recommended for use by nursing faculty to facilitate the development of scholarly writing abilities within nursing, across nursing program levels, and across disciplines.