Evaluating an academic writing program for nursing students who have English as a second language
Roslyn Weaver
Family and Community Health Research Group (FaCH), Faculty of Nursing, Midwifery and Health, University of Technology (UTS), Sydney NSW
Debra Jackson
Professor, Faculty of Nursing, Midwifery and Health, University of Technology, Sydney (UTS), Broadway NSW
PP: 130 - 138
Abstract
Academic writing skills are essential to the successful completion of preregistration nursing programs, yet the development of such skills is a challenge for many nursing students, particularly those who speak English as a second language (ESL). It is vital to develop and evaluate strategies that can support academic writing skills for ESL nursing students.
This qualitative study evaluated a four-day academic writing intervention strategy designed to support ESL first-year nursing students. Data from the program showed two major areas of difficulty for participants relating to academic writing: problems understanding course content in English, and problems expressing their understanding of that content in English.
The participants noted a key benefit of this program was the provision of individual feedback. Programs such as this intervention successfully meet the demands of ESL nursing students, although ongoing support is also needed.
Keywords
nurse education; academic writing; academic style; English as a second language; teaching evaluation; nursing
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