Abstract
BackgroundDevelopment of scholarly writing skills in Doctor of Nursing Practice (DNP) students is essential to their capacity to advance nursing science after graduation. ObjectivesThe 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. DesignQ methodology was used to explore student self-perceptions of scholarly writing skills. SettingAn online scholarly writing course at a large university in the midwestern United States. ParticipantsTwenty-six DNP students with either a bachelor's or master's degree in nursing. MethodsBefore and after a scholarly writing course, students ranked 34 writing competency statements according to how well the statements described them. ResultsThree pre-course and four post-course factors represented student viewpoints of their scholarly writing knowledge, skills, and attitudes before and after a writing course. ConclusionsEffective 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.
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