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Understanding the Scholarly Writing Development of Nurses Enrolled in U.S. Clinical Doctoral Programs
Author(s) -
Shellenbarger Teresa,
Hunker Diane F.,
Gazza Elizabeth A.
Publication year - 2014
Publication title -
nursing forum
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.618
H-Index - 36
eISSN - 1744-6198
pISSN - 0029-6473
DOI - 10.1111/nuf.12063
Subject(s) - doctor of nursing practice , medical education , psychology , clinical practice , hermeneutic phenomenology , journal writing , pedagogy , nursing , medicine , nurse education , teaching method , lived experience , psychoanalysis
Problem Faculty teaching nurses enrolled in clinical doctoral programs need to understand the process of student scholarly writing development so that students can be prepared to share knowledge and communicate effectively in scholarly formats.Methods A hermeneutic phenomenological study that sought to understand the scholarly writing development of nurses enrolled in a clinical doctoral program was conducted.Findings Findings from interviews with six Doctor of Nursing Practice students revealed three themes: learning throughout life, influence of emotions, and getting through the gate.Conclusion Based upon these findings, recommendations for further development of doctoral student writing are suggested so that students can disseminate their knowledge in a scholarly manner, improve practice, and contribute to the profession.ShellenbargerHunkerGazza