Rope in those Scenario Writing Skills for Vocational Nursing Students

2012 ◽  
Vol 8 (8) ◽  
pp. e387
Author(s):  
Korbi Kidd Berryhill ◽  
Tara Strawn
Keyword(s):  
Nursing Students ◽  
Writing Skills ◽  
Vocational Nursing Students ◽  
Vocational Nursing

scholarly journals Correlation among academic self-efficacy, professional identity, and professional attitude of higher vocational nursing students†

2021 ◽  
Vol 8 (1) ◽  
pp. 43-47
Author(s):  
Tian-Liang Xu ◽  
Jiang-Nan Zhao ◽  
Yan-Yan Zhang ◽  
Gai-Li Jing
Keyword(s):  
Nursing Students ◽  
Professional Identity ◽  
Self Efficacy ◽  
Middle Level ◽  
Learning Ability ◽  
Professional Values ◽  
Professional Attitude ◽  
Vocational Nursing Students ◽  
Academic Self Efficacy ◽  
Vocational Nursing

Abstract Objective To analyze the influence of professional identity and academic efficacy on the professional attitude of higher vocational nursing students. Methods A total of 656 higher vocational nursing students were investigated with general information questionnaire, academic self-efficacy scale, professional identity scale, and professional attitude scale of nursing students. Results The score of professional attitude of higher vocational nursing students was (106.34 ± 9.86), which is found to be in the upper middle level. The professional attitude of higher vocational nursing students is positively correlated with academic self-efficacy (P < 0.05), and with learning ability self-efficacy (P < 0.01). Professional cognition, professional will, and professional values have a positive predictive effect on the professional attitude of higher vocational nursing students (P < 0.05). Conclusions Academic self-efficacy and professional identity are important predictors of professional attitude. Learning behavior self-efficacy, professional cognition, professional will, and professional values have a significant impact on the establishment of positive professional attitude.

Correlates of Change in Attitudes toward Mental Illness among Vocational Nursing Students

1981 ◽  
Vol 49 (1) ◽  
pp. 147-150 ◽  
Author(s):  
Margo A. Napoletano
Keyword(s):  
Mental Illness ◽  
Nursing Students ◽  
Attitude Change ◽  
Student Nurses ◽  
Cognitive Components ◽  
Psychology Courses ◽  
Vocational Nursing Students ◽  
Students Attitudes ◽  
Attitudes Toward Mental Illness ◽  
Changing Attitudes

Those 16 students who had completed the two psychology courses (a) tended to complete the practicum and (b) reported being more influenced by experiential rather than cognitive components of the practicum. In view of the previously reported findings of favorable attitude change following a psychiatric practicum for the students who had completed the two psychology courses, over-all results presented in both reports (a) confirm previous studies which suggest the effectiveness of a psychiatric practicum in changing nursing students' attitudes toward mental illness and (b) empirically support Rabkin's 1977 statement that academic instruction seems maximally effective in combination with factors such as personal experience with mental patients, etc. (as reported by the student nurses) in changing attitudes toward mental illness.

scholarly journals Creating a writing course to improve the writing self-efficacy of graduate nursing students

2017 ◽  
Vol 5 (4) ◽  
pp. 88 ◽  
Author(s):  
Lisa B. Robinson ◽  
Mary Bishop
Keyword(s):  
Nursing Students ◽  
Academic Writing ◽  
Self Efficacy ◽  
Writing Skills ◽  
Nursing Program ◽  
First Semester ◽  
School Of Nursing ◽  
Writing Course ◽  
Writing Competence ◽  
Graduate Nursing

Objective: Contemporary advanced professional nursing requires the ability to communicate effectively in written and oral forms. Many registered nurses enter graduate nursing school with experience writing in medical records but with no experience writing scholarly papers or writing for publication. This article describes the development, implementation and evaluation of a writing course developed in an online graduate nursing program in the southeastern United States. The goal of this research was to determine if graduate nursing students’ writing self-efficacy increased after the completion of a newly developed one-credit online writing course.Methods: Fifty-three first-semester graduate nursing students participated in a 16-week online asynchronous writing course developed at a school of nursing. The course instructors designed writing experiences with the goal of increasing writing competency. The faculty defined writing competence as achieving mastery of the necessary writing skills to produce an organized, logical, understandable message containing the effective use of language, grammar, and punctuation.Results: The students’ writing self-efficacy increased significantly from pretest and posttest. The results revealed a significant increase in self efficacy scores with the second administration of the tool. The mean of the 20-question Likert scale pretest was 70.59. Results obtained after the conclusion of the course resulted in a mean of 80.12. The finding of a mean increase of 9.529 was found to be statistically significant.Conclusions: The information from this research can be used to develop effective strategies to support online graduate students with their writing skills. This experience highlights the fact that we cannot leave the development of academic writing to chance. Achieving academic writing success requires structured instruction, practice and frequent feedback from faculty who have the passion for and expertise in scholarly writing.

Writing Across the Curriculum: Strategies to Improve the Writing Skills of Nursing Students

Nursing Forum ◽  
2015 ◽  
Vol 51 (4) ◽  
pp. 261-267 ◽  
Author(s):  
Sharon J. Hawks ◽  
Kathleen M. Turner ◽  
Anne L. Derouin ◽  
Rémi M. Hueckel ◽  
Adrianne K. Leonardelli ◽  
...  
Keyword(s):  
Nursing Students ◽  
Writing Across The Curriculum ◽  
Writing Skills
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