Mentoring disadvantaged nursing students through technical writing workshops.
Recent studies have identified a problematic gap for nursing students between terse clinical writing and formal academic writing. This gap can create a potential barrier to academic and workplace success, especially for disadvantaged nursing students who have not acquired the disciplinary conventions and sophisticated writing required in upper-level nursing courses. The authors demonstrate the need for writing-in-the-discipline activities to enhance the writing skills of nursing students, describe the technical writing workshops they developed to mentor minority and disadvantaged nursing students, and provide recommendations to stimulate educator dialogue across disciplines and institutions.
Johnson
Molly K
MK
Department of English, University of Houston-Downtown, Houston, TX 77002, USA. JohnsonMo@uhd.edu
Symes
Lene
L
Bernard
Lillian
L
Landson
Margie J
MJ
Carroll
Theresa L
TL
D001291:Attitude of Health Personnel; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D006301:Health Services Needs and Demand; D006801:Humans; D007400:Interprofessional Relations; D008611:Mentors / Q000523:psychology; D008913:Minority Groups / Q000193:education* / Q000523:psychology; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D011203:Poverty / Q000523:psychology; D011361:Professional Competence; D015397:Program Evaluation; D012073:Remedial Teaching / Q000458:organization & administration*; D012944:Social Support; D013338:Students, Nursing / Q000523:psychology; D013781:Texas; D014956:Writing