scholarly journals Nurturing academic writing for students in an enrolled to registered nurse conversion course at university

2019 ◽  
Vol 9 (8) ◽  
pp. 121
Author(s):  
Elizabeth N.M. Emmanuel ◽  
Marilyn Chaseling ◽  
Bill Boyd
Keyword(s):  
Academic Writing ◽  
Registered Nurse ◽  
Teaching Strategy ◽  
Nursing Programs ◽  
Nursing Program ◽  
First Year ◽  
Vocational Programs ◽  
University Enrolment ◽  
Second Year ◽  
First Year University

A growing number of diploma-qualified nurses from vocational programs are enrolling in university Bachelor of Nursing programs to upgrade their qualifications. Universities typically provide these students with credit so they enter the Bachelor of Nursing program in second year. Known as pathway students, these students tend to miss the orientating opportunities that other students experience in their first-year university enrolment. This lack of first-year opportunity can be challenging for many pathway students, notably in academic writing. This paper reports on a tailored and scaffolded academic-writing teaching strategy designed for pathway students in their initial semester of learning. Both the students themselves, and teachers report evidence of improvements in academic writing amongst the pathway students.

Voices from the margins: narratives of learning development in a Digital Age

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Sandra Abegglen ◽  
Tom Burns ◽  
Sandra Sinfield
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
First Year ◽  
First Year Students ◽  
Exclusionary Practices ◽  
The People ◽  
Second Year ◽  
Learning Development ◽  
Set Up ◽  
Writing Practice

This paper explores how to facilitate the ‘bedding in’ and ‘becoming of’ undergraduate students who come from non-traditional backgrounds and struggle with what is, for them, the often alien world of academic writing and assessment.  To achieve their aims, the authors set up a partnership between the students of a second-year Peer Mentoring module and those of a first-year Becoming an Educationalist one.  By means of this creative partnering, and via reflective blog entries, they worked to harness quasi-academic writing to help such first-year students to become familiar with, and powerful within, the exclusionary practices (in particular, the written conventions of academic essays) of Higher Education.  They argue that this innovative ‘teaming-up’ of second- and first-year students not only models collaborative learning and writing practice, but also facilitates the ‘bedding-in’ of newcomers.  The paper itself models the partnership and creative writing methods used to help students find their ‘voice’ by being ‘co-produced’ by the people teaching across the two modules concerned.

scholarly journals Approach to Writing from Readers’ Perspectives: Incorporating Self-Evaluation, Peer Feedback, and Self-Reflection into Academic Writing

2021 ◽  
Author(s):  
Masumi Ono
Keyword(s):  
Collaborative Learning ◽  
Academic Writing ◽  
Peer Feedback ◽  
First Year ◽  
Learning Method ◽  
Self Reflection ◽  
Self Evaluation ◽  
Analytical Skills ◽  
Critical Feedback ◽  
First Year University

In teaching academic writing, it is important that teachers encourage students to consider the expectations of readers, which vary depending on the genre and context of writing. Peer feedback, a collaborative learning method, provides students with opportunities to read peers’ writing and give and receive feedback. This study investigated the perceptions of first-year university students’ writing and revising academic essays through self-evaluation, peer feedback, and self-reflection. A total of 122 students wrote and evaluated the first drafts of their essays, read their peers’ essays to evaluate good and problematic areas, revised the drafts, and reflected on the peer feedback. The results indicated that self-evaluation enhanced students’ attention to readers’ expectations and that peer feedback was considered useful by the majority of them. While their essay scores and views on peer feedback did not correlate, the high-graded essay group appreciated peers’ comments on the essay organization. In contrast, the medium-graded group valued comments on the content, whereas the low-graded group viewed citation-related comments as useful. The results suggest that clear, specific, and critical feedback comments were received positively. Self-evaluation and peer feedback enhance students’ collaborative learning, analytical skills, and awareness of readers and their own writing.

scholarly journals Write Here, Right Now: An interactive introduction to academic writing and research

2021 ◽  
Author(s):  
Aaron Tucker ◽  
Paul Chafe ◽  
Trina Grover ◽  
Kelly Dermody ◽  
Val Lem ◽  
...  
Keyword(s):  
College Student ◽  
Academic Writing ◽  
Student Writing ◽  
First Year ◽  
First Year University

A first-year university and college student writing textbook that is intended to facilitate the flipped/blended classroom.<br>

scholarly journals EXPLORING THE BEST WAYS TO SUPPORT FIRST YEAR UNIVERSITY STUDENTS’ ACADEMIC WRITING SKILLS

2014 ◽  
pp. 111
Author(s):  
Rossana Perez del Aguila
Keyword(s):  
University Students ◽  
Academic Writing ◽  
Writing Skills ◽  
First Year ◽  
First Year University

<p>Este artículo presenta los resultados de un proyecto de investigación - acción realizado en 2012 con estudiantes del primer año en la carrera de ‘Estudios de la Educación’ en una Universidad de Inglaterra. La finalidad del proyecto fue explorar las mejores formas de apoyar las habilidades de redacción académica de los estudiantes. La revisión de la literatura identifica los desafíos que los estudiantes enfrentan al tratar de aprender el discurso de la disciplina; y a la luz de este análisis una reflexión de las fortalezas y debilidades de mi propia práctica provee el contexto para llevar a cabo una proyecto de investigación - acción. Los métodos de recolección de datos que se usaron para evaluar la intervención de enseñanza fueron: cuestionarios, entrevista semiestructurada con estudiantes, análisis de contenido (retroalimentación) de los trabajos finales de los estudiantes. Los resultados de la investigación demuestran que las dificultades de redacción de los estudiantes están relacionadas con su esfuerzo por entender los conceptos especializados, teorías y métodos de la disciplina.</p>

Mobile Botany

2015 ◽  
Vol 77 (9) ◽  
pp. 699-702 ◽  
Author(s):  
John D. I. Harper ◽  
Geoffrey E. Burrows ◽  
J. Sergio Moroni ◽  
Rosanne Quinnell
Keyword(s):  
Distance Education ◽  
Mobile Phones ◽  
Learning Objects ◽  
First Year ◽  
Residential School ◽  
Education Students ◽  
Plant Identification ◽  
Quantitative Evidence ◽  
Second Year ◽  
First Year University

In our first-year university botany classes at Charles Sturt University, we noticed that in laboratory class, students were taking photographs of their specimens with the dissecting and compound microscopes using their mobile phones. Student-generated images as “learning objects” were used to enhance the engagement of all students, including Distance Education students who used images provided by the on-campus students. The Distance Education students did all the laboratory work at an intensive residential school, and they were encouraged to take images; these were shared with on-campus students, making them aware of the laboratory practical work they were yet to do. In other cases, images from students were incorporated into lectures and tutorials, preparing students for the lab exam. Botany students have shared their photomicrographs with their friends and family via social media. We saw interesting examples of students excitedly describing their images to non-science friends, teaching them what they were learning! In the second year, students were also encouraged to use their phones to capture their own images of plant specimens to help them master plant identification. Although we do not have any quantitative evidence of these activities enhancing student learning, it was evident that those students who took and shared their own images were more engaged in the learning process.

scholarly journals Organizational Culture Shapes the Adoption and Incorporation of Simulation into Nursing Curricula: A Grounded Theory Study

2014 ◽  
Vol 2014 ◽  
pp. 1-12 ◽  
Author(s):  
Karyn Taplay ◽  
Susan M. Jack ◽  
Pamela Baxter ◽  
Kevin Eva ◽  
Lynn Martin
Keyword(s):  
Grounded Theory ◽  
Information Exchange ◽  
Teaching Strategy ◽  
Organizational Factors ◽  
Nursing Programs ◽  
Nursing Program ◽  
Undergraduate Nursing ◽  
Nursing Curricula ◽  
Range Theory ◽  
High Level

Purpose. To create a substantive mid-range theory explaining how the organizational cultures of undergraduate nursing programs shape the adoption and incorporation of mid-to high-level technical fidelity simulators as a teaching strategy within curricula.Method. A constructivist grounded theory was used to guide this study which was conducted in Ontario, Canada, during 2011-12. Semistructured interviews (n=43) with participants that included nursing administrators, nursing faculty, and simulation leaders across multiple programs (n=13) informed this study. Additionally, key documents (n=67) were reviewed. Purposeful and theoretical sampling was used and data were collected and analyzed simultaneously. Data were compared among and between sites.Findings. The organizational elements that shape simulation in nursing (OESSN) model depicts five key organizational factors at the nursing program level that shaped the adoption and incorporation of simulation: (1) leaders working in tandem, (2) information exchange, (3) physical locale, (4) shared motivators, and (5) scaffolding to manage change.Conclusions. The OESSN model provides an explanation of the organizational factors that contributed to the adoption and incorporation of simulation into nursing curricula. Nursing programs that use the OESSN model may experience a more rapid or broad uptake of simulation when organizational factors that impact adoption and incorporation are considered and planned for.

scholarly journals Högskolans språk och mitt eget. En studie av nyantagna lärarstudenters förhållningssätt till skrivande, skriftspråket på högskolan och den egna skrivkompetensen

2020 ◽  
Vol 10 (1) ◽  
pp. 43
Author(s):  
Emilia Sturm Aldrin ◽  
Monica Eklund ◽  
Heike Peter
Keyword(s):  
Academic Writing ◽  
Academic Literacy ◽  
Small Scale ◽  
First Year ◽  
Writing Proficiency ◽  
Heterogenous Group ◽  
N 93 ◽  
Writing Identity ◽  
First Year University ◽  
Literacy And Writing

This article explores how a heterogenous group of first year university students perceive writing in general, academic writing in specific, as well as their own writing proficiency. A questionnaire (n 93) was created basing on theories on academic literacy and writing psychology. The results show varying attitudes among the students which highlight questions of the dimensions of writing, identity and group affiliations. Gender was of little importance, whereas age and self-stated writing skills correlated to some extent with the results. The small scale of the study does not permit far-reaching conclusions, but the results indicate attitudes that could have importance for the development of academic literacy. The study can be used as a start of departure for interventions that facilitate for groups with different backgrounds to participate in higher education.

scholarly journals Write Here, Right Now: An interactive introduction to academic writing and research

2021 ◽  
Author(s):  
Aaron Tucker ◽  
Paul Chafe ◽  
Trina Grover ◽  
Kelly Dermody ◽  
Val Lem ◽  
...  
Keyword(s):  
College Student ◽  
Academic Writing ◽  
Student Writing ◽  
First Year ◽  
First Year University

A first-year university and college student writing textbook that is intended to facilitate the flipped/blended classroom.<br>

scholarly journals Write Here, Right Now: An Interactive Introduction to Academic Writing and Research

2021 ◽  
Author(s):  
Aaron Tucker ◽  
Paul Chafe
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Academic Writing ◽  
Flipped Classroom ◽  
Course Design ◽  
First Year ◽  
First Year University

Write Here, Right Now: An interactive Introduction to Academic Writing and Research is a writing e-textbook for first year university students that effectively integrate into the flipped classroom model. The textbook can also be used for non-flipped classroom designs, as the embedded videos, diagrams and linked modules would act as an all-in-one multimedia textbook geared towards multiple learning styles and disciplines. The components of the textbook, including the embedded videos, can be swapped in and out in order to accommodate a professor’s best idea of his/her own course design.

Sign in / Sign up

Export Citation Format

Share Document