title: Interdisciplinary research: evaluating writing to learn in the nursing curriculum.
abstract: A 3-year collaborative study was conducted by the department head of baccalaureate nursing and the director of writing at a southern university in Louisiana. The research was designed to test the effectiveness of an intense writing-to-learn curriculum intervention incorporated into a required introductory nursing course. Writing-to-learn strategies used in this study were designed to foster personal involvement in the subject matter, improve data comprehension, and encourage critical thinking (Dobie & Poirrier, 1995). The findings reported in this study represent Part III of a 3-year investigation into the effectiveness of using writing-to-learn strategies in freshman nursing classes.
authors.forename: G P
authors.initials: GP
authors.lastname: Poirrier
mesh_terms: D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D004521:Educational Measurement; D006801:Humans; D007373:Interinstitutional Relations; D015402:Nursing Education Research; D014495:Universities / Q000458:organization & administration*; D014956:Writing