Exploring Student’s Perception and Experiences of Challenges in Academic Writing: A Qualitative Study

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Academic writing is a critical skill for nursing students, essential for effective communication, critical thinking, and evidence-based practice in healthcare settings. With advancements in healthcare technology and the increasing emphasis on evidence-based practice, nursing students must develop strong academic writing skills to navigate the complexities of healthcare documentation and contribute to the evolving body of nursing knowledge. However, little is known about the specific challenges faced by nursing students in this domain. Through semi-structured interviews and thematic analysis, this study investigates the multifaceted nature of challenges encountered by nursing students in academic writing. Methodology: A qualitative study design is used at College of Nursing AFPGMI using purposive sampling; a sample of five MSN students was collected. Thematic analysis was done to get results. Results: Findings reveal several key themes that highlight the complexities of nursing students’ experiences. Language proficiency emerges as a significant challenge, with students struggling to master grammar, syntax, and academic vocabulary. Integration of evidence-based practices into writing presents difficulties, including identifying, evaluating, and synthesizing research findings. Time management and workload pressures compound these challenges, as students balance academic assignments with clinical placements and other responsibilities. Conclusion: Language proficiency surfaced as a significant challenge, with students grappling with grammar, vocabulary, and academic style. Integrating evidence-based practices into writing posed difficulties, highlighting the need for enhanced research skills and critical thinking. Time management and workload pressures compounded these challenges, underscoring the importance of effective planning and prioritization.