护理实践博士生学术写作指导的关键策略：Q-方法学研究
有效的DNPs学术写作指导应该包括明确指导的写作前活动，经常有机会给予和接受反馈，以及对写作的情感方面的管理培训。
Abstract
Background
Development of scholarly writing skills in Doctor of Nursing Practice (DNP) students is essential to their capacity to advance nursing science after graduation.
Objectives
The purpose of this study was to inform instructional design choices and teaching strategies for DNP writing courses by examining student viewpoints before and after completing a scholarly writing course.
Design
Q methodology was used to explore student self-perceptions of scholarly writing skills.
Setting
An online scholarly writing course at a large university in the midwestern United States.
Participants
Twenty-six DNP students with either a bachelor's or master's degree in nursing.
Methods
Before and after a scholarly writing course, students ranked 34 writing competency statements according to how well the statements described them.
Results
Three pre-course and four post-course factors represented student viewpoints of their scholarly writing knowledge, skills, and attitudes before and after a writing course.
Conclusions
Effective instruction in scholarly writing for DNPs should include explicitly directed pre-writing activities, frequent opportunities to give and receive feedback, and training on management of emotional aspects of writing.
摘要翻译（仅供参考）
背景介绍
培养护理实践博士(DNP)学生的学术写作能力对他们毕业后推动护理科学发展的能力至关重要。
研究目的
本研究的目的是通过考察学生在完成学术性写作课程前后的观点，为DNP写作课程的教学设计选择和教学策略提供参考。
设计
采用Q方法来探讨学生对学术性写作技能的自我认知。
背景
美国中西部一所大型大学的在线学术写作课程。
参与者
26名拥有护理学学士或硕士学位的DNP学生。
方法
在学术性写作课程前后，学生根据34条写作能力陈述对其描述的程度进行排名。
结果
三个课前因素和四个课后因素代表了学生在写作课程前后对其学术写作知识、技能和态度的看法。
结论
有效的DNPs学术写作指导应该包括明确指导的写作前活动，经常有机会给予和接受反馈，以及对写作的情感方面的管理培训。
原文链接：
https://www.sciencedirect.com/science/article/abs/pii/S0260691721004494
不感兴趣
看过了
取消
人点赞
人收藏
打赏
不感兴趣
看过了
取消
010-82736610
股票代码: 872612
京公网安备 11010802020745号
