OBJECTIVES: The objectives of this study were to assess the attitude of Omani nursing students towards writing-to-learn (WTL) and its relationship to demographic variables, self-efficacy and the writing process. METHODS: A cross-sectional design was used to evaluate attitudes towards WTL by Sultan Qaboos University nursing students. A convenience sample of 106 students was used and data collected between October 2009 and March 2010. A modified version of the WTL attitude scale developed by Dobie and Poirrier was used to collect the data. Descriptive and inferential statistics were used for analysis. RESULTS: Senior and junior students had more positive attitudes to WTL than mid-level students who tended to have negative attitudes towards writing. Although 52.8% students had negative attitudes towards the writing process, the median was higher for attitudes to the writing process compared to the median for self-efficacy. There was a positive correlation between self-efficacy and writing process scores. CONCLUSION: Overall, students had negative attitudes towards WTL. Attitudes are learnt or formed through previous experiences. The incorporation of WTL strategies into teaching can transform students' negative attitudes towards writing into positive ones.
OBJECTIVES: The objectives of this study were to assess the attitude of Omani nursing students towards writing-to-learn (WTL) and its relationship to demographic variables, self-efficacy and the writing process. METHODS: A cross-sectional design was used to evaluate attitudes towards WTL by Sultan Qaboos University nursing students. A convenience sample of 106 students was used and data collected between October 2009 and March 2010. A modified version of the WTL attitude scale developed by Dobie and Poirrier was used to collect the data. Descriptive and inferential statistics were used for analysis. RESULTS: Senior and junior students had more positive attitudes to WTL than mid-level students who tended to have negative attitudes towards writing. Although 52.8% students had negative attitudes towards the writing process, the median was higher for attitudes to the writing process compared to the median for self-efficacy. There was a positive correlation between self-efficacy and writing process scores. CONCLUSION: Overall, students had negative attitudes towards WTL. Attitudes are learnt or formed through previous experiences. The incorporation of WTL strategies into teaching can transform students' negative attitudes towards writing into positive ones.