Developing students' writing skills: an early intervention approach.
In what seems to be a universal situation, nurse educators are reading student papers and lamenting the fact that their students cannot write. The author explains a successful model of early intervention aimed at improving academic writing for new graduate students. The model and teaching strategies are helpful to nurse educators who struggle with the quality of their students' written work.
Hanson Diehl
Susan
S
Department of Nursing, University of Hartford, West Hartford, Connecticut 06117, USA. diehl@hartford.edu
D001291:Attitude of Health Personnel; D003479:Curriculum; D035081:Editorial Policies; D004511:Education, Nursing, Graduate / Q000458:organization & administration*; D005181:Faculty, Nursing; D017408:Guidelines as Topic; D006801:Humans; D016247:Information Storage and Retrieval; D033262:Narration; D015402:Nursing Education Research; D011361:Professional Competence / Q000592:standards*; D015397:Program Evaluation; D011643:Publishing; D012073:Remedial Teaching; D012958:Societies, Scientific; D013338:Students, Nursing / Q000523:psychology; D014956:Writing / Q000592:standards*