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Learning Objective 1: The learner will be able to describe the role of self-efficacy and writing confidence in nursing students who are learning to write in the discipline.
Learning Objective 2: The learner will be able to articulate a sequenced writing intervention to use with novice student writers to improve writing self-efficacy and writing skills.
Methods: Using a pre-post design, this study assesses writing self-efficacy in RN-BSN completion students during a 16-week Evidence-based Nursing Practice capstone course. The Post-Secondary Writerly Self-Efficacy Scale, scored on a continuum from 0% to 100%, is administered to student volunteers at the beginning and end of the course. Nursing and Composition faculty deliver the writing intervention using the 6+1 Trait Analytical Model© to guide students in a graduated sequence of writing experiences to promote development, reinforcement, and assimilation of skills. Three traits (ideas, organization, voice) are the first areas of focus, and later, inclusion of all traits (word choice, sentence fluency, conventions, presentation added) complete the intervention.
Results: Change scores are analyzed using appropriate inferential statistics. Final results are available at semester end.
Conclusion: Writing confidence in students can be improved when attention is given to writing assignments, sequencing, and evaluation. This particular writing intervention is easily adapted to other nursing and inter-professional educational venues to foster writing skill development, an essential skill for professional leaders and scholars.