Improving the quality of academic reflective writing in Nursing: a comparison of three different interventions
Students are rarely explicitly taught how to develop their writing within a subject discipline, as there is usually a focus on teaching content. However, academic writing, and in particular Academic Reflective Writing (ARW), is very challenging for most students. In this study, a series of three emb...
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Association for Learning Development in Higher Education (ALDinHE)
2014
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oai:doaj.org-article:fec4b052af1d43a1a61f6e232c5092402021-11-29T14:03:41ZImproving the quality of academic reflective writing in Nursing: a comparison of three different interventions10.47408/jldhe.v0i7.2411759-667Xhttps://doaj.org/article/fec4b052af1d43a1a61f6e232c5092402014-10-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/241https://doaj.org/toc/1759-667XStudents are rarely explicitly taught how to develop their writing within a subject discipline, as there is usually a focus on teaching content. However, academic writing, and in particular Academic Reflective Writing (ARW), is very challenging for most students. In this study, a series of three embedded writing development interventions were trailed with successive cohorts of postgraduate Nursing students writing a summative 4000 word piece of ARW. The interventions included the use of example texts to make task requirements more explicit, formative peer feedback on draft texts and facilitating increased dialogue between staff and students regarding expectations of this task. Overall the interventions represented a shift towards assessment for learning. Quantitative results showed a decrease in the number of students investigated for plagiarism, a rise in pass rates and mean grades, and an increased uptake of academic supervision over the three cohorts. In addition, complementary findings from a self-selected focus group interview indicated that respondents perceived the writing development activities to be very useful. In particular, the formative peer and tutor review of written drafts, was valued. However, a limitation of this pragmatic mixed method study was that the three cohorts were non-equivalent. Despite this, it is argued that, as ARW is so complex, disciplinary academics should embed explicit guidance and scaffolding in their teaching in order to enhance written reflection and learning. Failure to do so may lead ARW to become an exclusive educational practice leading to unintentional plagiarism and poor written reflection on practice. ÃÂ Marion BowmanBerni AddymanAssociation for Learning Development in Higher Education (ALDinHE)articleAcademic reflective writingplagiarismassessment for learningpeer reviewfeedbackTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 7 (2014) |
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DOAJ |
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DOAJ |
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EN |
| topic |
Academic reflective writing plagiarism assessment for learning peer review feedback Theory and practice of education LB5-3640 |
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Academic reflective writing plagiarism assessment for learning peer review feedback Theory and practice of education LB5-3640 Marion Bowman Berni Addyman Improving the quality of academic reflective writing in Nursing: a comparison of three different interventions |
| description |
Students are rarely explicitly taught how to develop their writing within a subject discipline, as there is usually a focus on teaching content. However, academic writing, and in particular Academic Reflective Writing (ARW), is very challenging for most students. In this study, a series of three embedded writing development interventions were trailed with successive cohorts of postgraduate Nursing students writing a summative 4000 word piece of ARW. The interventions included the use of example texts to make task requirements more explicit, formative peer feedback on draft texts and facilitating increased dialogue between staff and students regarding expectations of this task. Overall the interventions represented a shift towards assessment for learning. Quantitative results showed a decrease in the number of students investigated for plagiarism, a rise in pass rates and mean grades, and an increased uptake of academic supervision over the three cohorts. In addition, complementary findings from a self-selected focus group interview indicated that respondents perceived the writing development activities to be very useful. In particular, the formative peer and tutor review of written drafts, was valued. However, a limitation of this pragmatic mixed method study was that the three cohorts were non-equivalent. Despite this, it is argued that, as ARW is so complex, disciplinary academics should embed explicit guidance and scaffolding in their teaching in order to enhance written reflection and learning. Failure to do so may lead ARW to become an exclusive educational practice leading to unintentional plagiarism and poor written reflection on practice.
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| format |
article |
| author |
Marion Bowman Berni Addyman |
| author_facet |
Marion Bowman Berni Addyman |
| author_sort |
Marion Bowman |
| title |
Improving the quality of academic reflective writing in Nursing: a comparison of three different interventions |
| title_short |
Improving the quality of academic reflective writing in Nursing: a comparison of three different interventions |
| title_full |
Improving the quality of academic reflective writing in Nursing: a comparison of three different interventions |
| title_fullStr |
Improving the quality of academic reflective writing in Nursing: a comparison of three different interventions |
| title_full_unstemmed |
Improving the quality of academic reflective writing in Nursing: a comparison of three different interventions |
| title_sort |
improving the quality of academic reflective writing in nursing: a comparison of three different interventions |
| publisher |
Association for Learning Development in Higher Education (ALDinHE) |
| publishDate |
2014 |
| url |
https://doaj.org/article/fec4b052af1d43a1a61f6e232c509240 |
| work_keys_str_mv |
AT marionbowman improvingthequalityofacademicreflectivewritinginnursingacomparisonofthreedifferentinterventions AT berniaddyman improvingthequalityofacademicreflectivewritinginnursingacomparisonofthreedifferentinterventions |
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