Developing Academic Writing in Undergraduate Nursing

An Embedded Co-Teaching Approach

Authors

  • Jacqueline Mary Murray Whitireia New Zealand

DOI:

https://doi.org/10.1558/wap.v7i1.19805

Keywords:

academic writing, co-teaching model, embedded approach, nursing students, multi-stage assessments, student support

Abstract

This article outlines strategies that have been put in place in a nursing degree program with the aim of increasing student confidence regarding academic writing in the field of nursing. It introduces an embedded co-teaching approach and outlines how this approach is enacted in practice. Strategies are introduced, including class sessions, a three part multi-stage assignment, and the feedback systems being used. Issues identified in the literature with regard to academic writing in undergraduate study are discussed, and a case is put forward for the continued use of embedded discipline-specific classes for nursing and other students in higher education.

Author Biography

Jacqueline Mary Murray, Whitireia New Zealand

Jacqueline Mary Murray works as a Nurse Lecturer at Whitireia New Zealand. She is currently completing a Doctor of Education through the University of Otago, Dunedin, and has obtained a Master of Education through Victoria University Wellington. She has co-authored (with S. Phibbs and D. Nicholls) a chapter in Health & Environment in Aotearoa/ New Zealand (eds. S. Shaw and B. Deed; Oxford University Press, 2009). She has also presented at the Australasian Nurse Educators Conference in 2011 and 2013 regarding the topic of academic scholarship.

References

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Published

2015-06-13

How to Cite

Murray, J. M. (2015). Developing Academic Writing in Undergraduate Nursing: An Embedded Co-Teaching Approach. Writing & Pedagogy, 7(1), 95-115. https://doi.org/10.1558/wap.v7i1.19805

Issue

Section

Reflections on Practice